because the teacher had to know about the students’ characteristics and needs. This deficiency became a notion for the writer to give a contribution toward
modern teaching. The writer started to design supplementary English instructional vocabulary materials using realia as the media to be able to support the students’
needs and motivate them in achieving the English competence.
2. Goals, topics, and general purposes
Having acquired the necessary information about the learners’ characteristics, the method of teaching and learning process in the class, and any other additional
information, it was time for the writer to go to the next procedure in designing supplementary English instructional vocabulary materials. The writer elaborated
the goals, purposes, and the topics. The main goal of the designed materials was to help the sixth grade students of Kanisius Babadan Elementary School in
mastering the English vocabulary, so they would be ready in the higher level. The goals and general purposes of the designed materials were adapted
from the Competency Standards and Basic Competences from the School-Based Curriculum. They were presented in the table 4.2.
Table 4.2: The Goals and General Purposes of the Materials Competency Standards CS
Basic Competences BC
To communicate oral and written by using the language variations which are
appropriate, fluently, and accurately on the instruction and very simple information,
especially in the form of dialogue, descriptive, and narrative.
Listening To comprehend the instruction and the very
simple information especially in the form of dialogue, descriptive, and narrative.
Speaking To reveal meaning nuance related with the
instruction and the very simple information especially in the form of dialogue, descriptive,
Competency Standards CS Basic Competences BC
and narrative.
Reading To comprehend meaning nuance and rhetoric
development steps within the written text especially in the form of dialogue, descriptive,
and narrative. Writing
To reveal meaning nuance with the rhetoric development steps properly within the written
text especially in the form of dialogue, descriptive, and narrative.
Based on the result of the questionnaires, the topics were chosen according to the learners’ interests. The designed materials were prepared in one semester.
Every meeting lasted for 2 x 35 minutes 70 minutes. The English lesson was taught every Wednesday and only once a week for the teaching and learning
process. The writer wanted to focus on the vocabulary materials. It was expected
that the designed supplementary English instructional vocabulary material was helpful for the sixth grade English teacher to empower their students’ skill with
English. The topic of each meeting can be seen in the table 4.3.
Table 4.3: The Learning Topics Meeting Topics
Percentage
1 Public Places
50 2 My
Classroom 28
3 Hobbies 36
4 Going Shopping
43
Meeting Topics Percentage
5 My House
50 6
On the Street 28
7 My School
28 8 Farewell
Party 11
3. Learning objectives
