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a. Description of the Participants
Questionnaire was the instrument used in research and information collecting. The first questionnaires were distributed to the eleventh grade students.
There were a hundred students. The questionnaires were to obtain the information on the vocabulary teaching and learning which they had experienced in class. In
addition, the questionnaires were also aimed at gaining the information on the students’ needs of vocabulary teaching and learning which was related to their
reading activity. Meanwhile, the second questionnaires were distributed to three English
teachers of SMAN 1 Godean. The questionnaires were aimed at finding information on the vocabulary teaching and learning which had been applied in
class, especially which was related to reading activity. Besides, the questionnaires were also to gain the information on the teachers’ suggestions for the students
whenever they found difficulties in translating particular vocabulary. The following is the table of the description of the first group of the
research and information collecting participants.
Table 4.1 The description of the first group of Research and Information Collecting participants
Group of Participants Sex Class
F M XI IPA
1
XI IPA
2
XI IPA
3
Student 76 24
32 34
34 Meanwhile, the following is the table of the description of the second
group of the research and information collecting participants.
44
Table 4.2 The description of the second group of Research and Information Collecting participants
Group of Respondents
Sex Educational
Background Teaching experience
in years F M
S1 S2 5 5-10
10 English
Teacher 2 1 3 - - - 3
b. Data Presentation and Analysis
The writer distributed questionnaires for research and information collecting in SMAN 1 Godean. Here, there were two groups of participants. The
first group was the eleventh grade students of SMAN 1 Godean. They belonged to 2009-2010 academic years. There were a hundred students, which consisted of 32
students of XI IPA
1
, 34 students of XI IPA
2
, and 34 students of XI IPA
3
. 76 of them were female, whereas the other 24 were male.
The first question of the questionnaire was about the students’ perception about reading lesson in their class. There were 66 of the participants stated that
reading was a kind of important lesson. There were some reasons related to their answers. First, through reading lesson, they could learn so many new and difficult
words. Second, reading lesson was fun since it was a kind of refreshing lesson for them. Third, they loved reading so that they liked the activity so much.
Meanwhile, 20 of the participants stated that reading lesson was a boring activity. They added that it was because there were no any interesting things that
could be gained from reading. Besides, the words in the reading passages were
46 In addition, 100 of the participants stated that vocabulary mastery was
important to learn. Some of them related it to their reading activity, that it was impossible to understand reading passages when they did not have vocabulary
mastery. Meanwhile, some of them revealed that learning a language meant learning vocabularies. In other words, people could not be said that they had
mastered a language if they did not master the vocabulary. When answering about vocabulary teaching and learning in class, 92
stated that there was not any. Vocabulary teaching and learning in class only happened whenever students asked about difficult words they found in the reading
passages to the teachers. After that, the teachers would simply and directly gave the Indonesian translation. Whereas 8 of the participants stated that vocabulary
teaching and learning happened when they were given exercises on finding synonyms and antonyms of some words. It helped them in increasing their
vocabulary, but they were still confused when using them in different contexts. Among the participants, more than half of them 65 learned vocabulary
through reading various English books and consulting dictionaries whenever they found difficult words. Meanwhile, some of them 19 stated that they learned
vocabulary through the games instructions, English songs and films. Whereas the others learned vocabulary by having a target of learning a number of words per
day 5, through writing diary in English 2, and through the synonyms and antonyms exercises given by the teacher 1. The other 8 stated that they have
their own ways to learn vocabulary.
47
65 19
5 2
1 8
Through reading various
English books and consulting
dictionaries Through
games instructions, English
songs and films By
having a target of learning a number
of words per day Through
writing diary in English
Through the synonyms and
antonyms exercises given by
the teacher
The students have their own
ways to learn vocabulary
Figure 4.3 How the students learnt vocabulary
Meanwhile, the second group of research and information collecting was the English teachers of SMAN 1 Godean. There were three people. They were two
female teachers and one male teacher. All of them had bachelor degrees S1 and had been teaching for more than 10 years.
The entire second group of the participants 100 agreed that their students were interested in reading lesson because through the lesson the students
could learn vocabulary more. Meanwhile, 66.7 of the participants stated that their students always consulted the dictionaries and their friends whenever they
found difficult words in their reading passages. Whereas another participant 33.3 revealed that the students mostly were not active in finding information
related to the difficult words they found. The next discussion was about the teachers’ suggestion whenever the
students found difficulties in translating English words. All of the participants
48 100 agreed that they suggested their students to always consult their
dictionaries whenever they found difficulties in translating the words in the reading passages. Besides, all of them 100 also agreed that vocabulary mastery
was very needed in students’ reading activity to understand the content of the reading passages. In addition, in the discussion of the vocabulary teaching and
learning in class, all the participants 100 stated that there was no any specific vocabulary teaching and learning in class, but it happened when they were having
question and answer session about difficult words that the students found in the reading passages.
All data obtained from research and information collecting was treated as the basic consideration of designing the vocabulary supplementary materials. As it
was also stated by the participants, vocabulary mastery was needed in their reading activity. Related to this case, it was the writer’s initiative to change the
way the students learned vocabulary, especially vocabulary in contexts. The result of the research and information collecting also strengthened the writer’s
perception that the students needed to learn more vocabulary in the particular contexts because by only consulting the dictionary, as it was also stated by some
students, they would face confusion whether the same vocabulary could be used in other different contexts or not. The writer had also planned to design
supplementary materials which were full of vocabulary in contexts that the students would find in their daily reading lesson in class. In addition, though the
supplementary materials would be in the form of reading passages and vocabulary exercises, the students would not be bored since the topics and the exercises
49 would be familiar and fun for them. It was aimed at increasing the students’
interest toward reading lesson and vocabulary learning.
2. Identifying the Goal, Topics, and General Purposes
In this study, the writer adapted School Based Curriculum, which is known as 2006 Curriculum or Kurikulum Tingkat Satuan Pendidikan KTSP. The
writer modified the goal, as stated in Kemp’s model, as the Standard Competence. The writer then specified the General Purpose as Basic Competence. The
Competence Standard for reading skill of eleventh grade students of SMAN 1 Godean semester one is “to understand monologueessay texts in the form of
report, narrative, analytical exposition accurately, fluently, and in an acceptable way in the context of daily life and accessing knowledge”. Meanwhile, the Basic
Competence is “to understand and respond meanings in monologueessay texts which use written language accurately, fluently, and in an acceptable way in the
form of report, narrative, and analytical exposition”. Based on the Competence Standard and the Basic Competence which were
formulated, the writer listed some topics. There were six topics which covered three text genres report, narrative, and analytical exposition. Every topic took
one unit, which was to be accomplished in 90 minutes. The Competence Standard, Basic Competence, and topics are described in table 7.
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Table 4.3 The elaboration of Competence Standard, Basic Competence, and Topics
COMPETENCE STANDARD To understand monologueessay texts in the form of report, narrative, analytical
exposition accurately, fluently, and in an acceptable way in the context of daily life and accessing knowledge
NO BASIC COMPETENCE
TOPIC 1.
To understand and respond meanings in monologueessay texts which use written language
accurately, fluently, and in an acceptable way in the form of report
Wow… It Has a Pouch
2. To understand and respond meanings in
monologueessay texts which use written language accurately, fluently, and in an acceptable way in
the form of report Sweet or Sour…?
3. To understand and respond meanings in
monologueessay texts which use written language accurately, fluently, and in an acceptable way in
the form of narrative How Did the Zebra
Get Its Stripes? 4.
To understand and respond meanings in monologueessay texts which use written language
accurately, fluently, and in an acceptable way in the form of narrative
How Did the Tortoise Get His
Shell? 5.
To understand and respond meanings in monologueessay texts which use written language
accurately, fluently, and in an acceptable way in the form of analytical exposition
Junk Food: Does It Make Me Obese?
6. To understand and respond meanings in
monologueessay texts which use written language accurately, fluently, and in an acceptable
way in the form of analytical exposition Could You Call Me
Later…?
3. Analyzing the Students Characteristics
The writer analyzed the characteristics of the eleventh grade students of Senior High School by reading some books, articles, and doing direct observation.
The writer tried to summarize the students’ characteristics from those sources. In
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