13 more demanded, then the development of the quality of learning a small
vocabulary is crucial. However, if receptive language is more challenged, then the quantity of vocabulary is more vital.
Third, in vocabulary learning, the teachers should also prepare a test to see what vocabulary the students need to know and what vocabulary they have
already been familiar with. Moreover, Nation 1990 stated that there are six reasons for testing. They are 1 to find learners’ total vocabulary size, 2 to
compare vocabulary knowledge before and after the course, 3 to keep a continuing check on progress, 4 to encourage learning by setting short-term
goals, 5 to see the effectiveness of teaching, and 6 to investigate learning. Nation 1999 also said, “one of the aims of a testing program is to see how the
initial learning of particular words is made richer and more secure.” Thus, by having a vocabulary test, it enables the teachers to gain information about the
previous learning that the students have already been mastered, then to continue on what vocabulary that the students need to increase more.
d. Vocabulary Learning Materials
In selecting the appropriate learning materials for teaching and learning process, the researcher also conducted evaluation as well as adaptation of the
materials. There are several points to decide whether the materials in textbooks are appropriate for the students or not. Graves 2000 stated, “A good textbook-
one that meets students’ needs, is at the right level, has interesting materials, and can be a boon to a teacher because it can free him or her to focus on what the
students do with it.” From her statement, it can be revealed that in order to select
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14 the most appropriate textbook materials for the students, the teacher has to
evaluate the content of materials inside the textbook as well as to make sure that the materials chosen from the textbook are suitable for the students.
Graves 2000 added that there are two sides in understanding how to apply a textbook as one of the learning materials in the teaching and learning
process. First, it can be done by “getting inside it.” Graves 2000 said that this step suggests the teacher to look carefully at the sequence of context, the learning
goal of every unit, and the arrangement of units. Second, it is dealing with the context, the students, and the teacher. This step describes that a textbook
evaluation is very crucial to do before deciding whether it will be used or not. It can be elaborated that in choosing the materials from the textbooks, the teacher
should consider when and where the teaching and learning process happen. Besides, the chosen materials from the textbook should meet the needs of both the
students and the teacher. In order to match the learning materials with the students’ needs, material
adaptation can be applied. By conducting material adaptation, the teacher will be able to choose the suitable materials from textbooks which seem appropriate to
the students’ needs. On the contrary, by doing so, the teacher will also be able to omit the materials from textbooks which are considered irrelevant to the students’
need or learning context. Furthermore, Tomlinson Masuhara 2004 conveyed that material adaptation can be applied in several ways as. They are: 1 using
some parts of a unit, 2 adding or deleting texts or activities, and 3 replacing or supplementing texts or activities with ones from other sources. In addition,
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15 Tomlinson Masuhara 2004 conveyed that no published textbooks are able to
supply every teacher’s and student’s needs. Because of that reason, a materials adaptation is demanded to attain the match between the materials being taught and
the particular learning context. In this CAR, since the learning materials will be taught to students of
senior high school, the selection of materials are based on the curriculum of English lesson for senior high school. The topics of the materials are also based
on the English lesson syllabus of SMA Stella Duce 2 Yogyakarta. Then, in preparing the learning materials, the researcher adapted several materials from
textbooks, for instance, American Vocabulary Builder 1, Stories We Brought with Us: Beginning Reading for ESL, and Creative English Workbook for SMA Year
XII 3A and XII 3B. Moreover, the researcher adapted some sentences and texts from authentic materials, such as from The Jakarta Post and some online news.
e. Vocabulary Learning Activities
