Competency Standard Basic Competences
to comprehend transactional and interpersonal conversation and to
comprehend meaning
in oral
functional text and monologue in
the real daily life context.
Be able to respond the meaning in simple functional text about family
Be able to respond the meaning of things in classroom and instructions
Be able to respond the meaning in simple functional text about things in shops in a
form of shopping list Be able to respond the meaning in simple
descriptive text about animal Be able to respond the meaning in simple
text on one’s job and responsibility Be able to respond the meaning in simple
sentences of dislike and like about hobby Be able to respond the meaning in simple
descriptive text about people Be able to respond the meaning in simple
procedure text
Table 2.1 The List of Basic Competence and competency Standard
B. Theoretical Framework
This section discusses the synthesis of theories discussed in the previous subchapter. This theoretical framework consists of the steps for developing and
designing the vocabulary materials by adapting Kemp’s instructional design model and by considering the theories of teaching vocabulary, task-based
instructions and characteristics of seventh graders of Junior High School.
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To find out the answer of the first objective of the study, the writer has to understand some principles, namely teaching vocabulary, task-based learning,
students’ characteristics and the curriculum. In teaching vocabulary, the writer shou
ld design material which is adjusted to the students’ characteristics. Vocabulary teaching and learning should be a balanced range of learning
opportunities in language course. Focus on the most important and useful vocabulary is one of the principles in teaching vocabulary.
In task based learning, tasks are considered as the core unit of planning and instruction. The framework of task-based learning consists of three phases
namely pre task, task cycle and language focus phase. In these phases, the students function as active language users while the teacher functions as the
facilitator and monitor. To achieve the learning goals and objectives, the writer chooses the
interesting and contextual activities. There are many kinds of tasks used in the designed materials. Listing, ordering and sorting, comparing and creative tasks are
chosen since those tasks can be done both individually, and in pairs or in groups. The study on students’ characteristics and the curriculum is required to
know in what level or period they are so that it can be used as the consideration in designing the materials. The students in this level are considered as adolescents in
which they are in period of development. The development includes physical, social, cognitive and emotional development. The curriculum used in this study is
the recent curriculum, School-Based Curriculum.
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The steps used in this study based on the Kemp’s model but only some steps are used.
Kemp’s model is chosen since it is flexible. We can start and go forward from whichever element we are ready to start with and then move to the
other steps. The explanation of the steps is as follows. a. Learners’ Characteristics
Knowing the learners’ characteristics is important to design and develop materials because learners’ characteristics are an input and basis for the writer to
design the materials. The writer obtains information about learners’ capabilities,
needs, interest, learners’ academic, social and emotional factors such as academic background, learners’ participation in class, level of intelligence through interview
and questionnaire. b. Stating Goals, Topics and General Purposes
Learning goals are something that the students should achieve in their learning process. To state the goals, general purposes and topics, the writer
observed the recently curriculum used that is School Based Curriculum. c. Specifying Learning Objectives
After having known and understood the goals, the objectives must be stated in terms of activities that will best promote learning. The writer uses the
stated goals, topics and general purposes to specify the learning objectives. d. Listing Subject Content, Learning Activities and Resources
The next step adapts Kemp’s subject content, learning activities and resources. The activities included in this step are collecting materials, selecting the
suitable materials and media, and determining the learning tasks and strategies.
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CHAPTER III METHODOLOGY
This chapter presents detailed information about the methodology used to accomplish the study. It consists of research method which provides the
information about the method used for the study, research respondents and research instruments that show the instruments used in the study. This chapter also
includes data gathering technique that is about the technique used, data analysis that is how the data obtained is analyzed, and research procedures that are the
steps conducted in the study.
A. Research Method
In this study, the writer employed Educational Research and Development known as R D. It was used to answer questions presented in chapter I in the
problem formulation which were related to vocabulary materials for the seventh graders. According to Borg and Gall 1983:772, R D is a process used to
develop and validate educational products. Since this study was about designing materials, it means that R D was appropriate method to apply in this study.
Using R D method, the writer would employ four steps namely 1 research and information collecting, 2 planning and developing product, 3 preliminary
testing, and 4 product revision. These steps referred to as R D cycle 1983:772, 774. The explanation of each step was as follows.
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