1. Learners characteristics This cycle identifies learners’ characteristics, capabilities, needs, interests,
etc. Using the information obtained from this cycle, the writer will be able to
l purposes
general purposes which will explain the topics.
facts and information, skills step-by-step procedures, conditions, and choose the topics and to sequence the objectives that will be achieved by the
design. In order to achieve the information needed about learners’ characteristics, the questionnaire will be given to the first grade students of Sekolah Menengah
Atas Negeri 9 Yogyakarta. The result of the questionnaire will help the writer to compose the appropriate design
2. Goal, Topics, and Genera After knowing the learners’ characteristics, the writer moves into choosing
the goal. As we know that defining the goal will help to achieve the purpose of the activity. The goal of the design is to help first grade students of Sekolah
Menengah Atas Negeri 9 Yogyakarta learn English vocabulary using computer since their English vocabulary learning in class is monotonous and have less
exposure. When the goal is set, then the writer will decides what topics that will be used in the design and also the
3. Learning objectives Learning objectives are the intended result of the design or what the
students will accomplish from the learning. Objectives are also considered as the controller of the activities in the design.
4. Subject content Subject content is the selection and organizing of the specific knowledge
requirements, and attitudinal factors of any topic. Choosing the subject content needs to consider the objectives stated in the design.
5. Teaching and Learning activities and resources
n the most useful vocabulary first.
e responsibility for learning.
emp’s model to design the Teaching learning is the selection of the methods which will influence the
materials used in the design. The principles of vocabulary teaching and learning based on Nunan 2003 are as follows:
a. Focus o b. Focus on the vocabulary in the most appropriate way.
c. Give attention to the high frequency word across the four strands of a course.
d. Encourage learners to reflect on and to tak 6. Evaluation
Evaluation is conducted at the end of the activity to measure students’ achievement. Evaluation is also to determine whether an instructor is teaching for
high-level objectives. In the study the writer made use six steps of K
material as seen in figure 2.4 on page 41. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Figure 2.3: The Writer’s Design Model Identify learners’ characteristics
Evaluation Selecting teaching and learning activities and resources
Designing the vocabulary Formulating goal, topics, and general purposes
Specifying learning objectives
Listing subject content PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III METHODOLOGY
This chapter discusses the methodology used in designing a set of web-based English vocabulary supplementary materials for the first grade students
of Sekolah Menengah Atas Negeri 9 Yogyakarta. The methodology is presented to answer the two questions in the problem formulation; first, how a set of web-
based English vocabulary supplementary materials for the first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta is designed, second, what a set of
web-based English vocabulary supplementary materials for the first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta looks like. In detail, the
methodology covers the research method, the respondents, the instruments, data gathering, the technique of analyzing data, and the procedures in implementing
the methodology.
A. Research Method
In this part, the writer compares Research and Development and the six 6 steps adapted from Kemp Instructional Design. The aim of the comparison is to
make sure that the method chosen for the design is appropriate to the Research and Development, so it will support the design.
Research and Development or R D is a process used to develop and validate educational products. R D consists of several cycles to validate the
educational products, including testing the educational products and making the
42 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
revision of the products to meet its objectives. The reason for implementing R D for educational research is that there are many educational researches proposed
to the educational system which are less sufficient in practice. The goal of educational research is not to develop products, bur rather to
discover new knowledge through basic research or to answer specific questions about practical problems through applied research… basic and
applied research are generally poor methodologies for developing new products that can be used in the schools. Borg, 1983, p.772
From the problem above, R D is needed to test and revise the finding from the research so it can be used in schools. Implementing Research and Development in
the design, we need to consider the cycles in R D. There are 10 cycles in R D which will make sure that the design product will meet its objective and also can
be applied in real situation. Kemp’s model is used in the design to help develop the materials in the
design. The design uses Kemp’s model for its flexibility because designers can start from any steps and can choose the next step randomly. Kemp’s model
provides eight 8 steps to design the instructions but the writer made use of six 6 steps.
Comparing Research and Development with Kemp Instructional Design will determine the design. As stated above there are ten 10 steps in R D and
six 6 steps adapted from Kemp’s model. R D starts with Research and information collecting; this step includes the literature review, class room
observations, and preparation of report of state of the art, in the steps adapted from Kemp’s model, we will not find such steps. The next steps in R D is the
planning, this step similar to the steps adapted from Kemp’s model, goal, topics, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
