CONCLUSIONS AND SUGGESTIONS Designing a set of web-based english vocabulary supplementary materials for the first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta.

APPENDICES Page Appendix 1: Permission Letter……………………………………………….. 85 Appendix 2: Questionnaire for Pre-Design Research ………….……………. 88 Appendix 3: Questionnaire for Post-Design Research……………………..... 92 Appendix 4: Website Evaluation Checklist………………………………….. 96 Appendix 5: Syllabus………………………………………………………… 99 Appendix 6: The Design Materials…………………………………………... 109 xi PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI LIST OF TABLES Table Page Table 3.1 Respondents of the Survey Structure………………………… 48 Table 3.2 Descriptive Statistic of the Respondents…………………….. 52 Table 4.1 The Competence Standard CS and the Basic Competence BC……………………………………………………..…… 60 Table 4.2 Description of the Respondents……………………………… 76 Table 4.3 Data Presentation…………………………………………….. 77 xii PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI LIST OF FIGURES Figure Page Figure 2.1 Diagram of Kemp’s Model…………………………………... 17 Figure 2.2 Farrington’s Triangular Model………………………………. 30 Figure 2.3 The Writer’s Design Model…………………………………. 41 Figure 3.1 Comparison between R D and the Steps Adapted from Kemp’s Model………………………………………………. 45 Figure 3.2 Research Procedure in Material Design…………………….. 55 Figure 4.1 Flowchart of the Website…………………………………… 68 xiii PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI ABSTRACT Anjarmoko, Matius Hebi. 2009. Designing a Set of Web-based English Vocabulary Supplementary Materials for the First Grade Students of Sekolah Menengah Atas Negeri 9 Yogyakarta. Yogyakarta: English Education Study Program, Sanata Dharma University Vocabulary learning is important in English learning because by learning English vocabulary, the students will have a greater chance to understand and use English. The problems for students when they are learning English vocabulary are that they do not have enough time to practice, the materials are not various, and the vocabulary exercises are not interesting. Seeing the problems, the writer tried to make use of computer alongside with Macromedia Dreamweaver™ as the programming software to create a website which serves more attractive and interesting English vocabulary learning materials. The materials in the study are developed based on School Based Curriculum or KTSP Kurikulum Tingkat Satuan Pendidikan since the materials are supplementary materials which mean that the materials are used to supplement or add the existing vocabulary materials in school. The abstract will elaborate the problems formulated in problem formulation. There are two problems formulated in the study, first is that how a set of web-based English vocabulary supplementary materials for the first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta is designed and what a set of web-based English vocabulary supplementary materials for the first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta looks like. To answer the first question, the writer used the six 6 steps which were adapted from the Research and Development R D and Kemp instructional design. Research and Development in this study is used as the umbrella for the design, while Kemp is used as the umbrella for the material design. The result of the adaptation was 1 Identifying learners’ Characteristics, 2 Formulating goal, topics, and general purposes, 3 Specifying learning objectives, 4 Listing subject content, 5 Selecting teaching and learning activities and resources, and 6 Evaluating-Preliminary field testing. The writer also made use of survey study using questionnaires to gain respondents’ opinions, suggestions, and comments. The result of the survey study will be used to revise and improve the design materials. The second question is answered through the presentation of the design materials. There are 8 units in the design, each unit is divided into 4 subject content, and they are Preparation, Vocabulary Focus, Learning from Input and Output, and Reflection. As the final remark, the writer hopes that the design of a set of web-based English vocabulary supplementary materials for the first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta will be useful for students to improve and enrich their English vocabulary and also for teachers in teaching English vocabulary. xiv PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI ABSTRAK Anjarmoko, Matius Hebi. 2009. Designing a Set of web-based English vocabulary supplementary materials for the first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta. Yogyakarta: Program Pendidikan Bahasa Inggris, Universitas Sanata Dharma Pembelajaran kosakata merupakan hal yang penting dalam belajar Bahasa Inggris, karena dengan belajar kosakata Bahasa Inggris, siswa memiliki kesempatan yang lebih besar untuk memahami konteks Bahasa Inggris. Masalah yang dihadapi siswa dalam belajar kosakata Bahasa Inggris disebabkan oleh beberapa hal, yaitu karena kurangnya waktu belajar kosakata, materi tidak bervariasi dan kegiatan pembelajarannya tidak menarik. Berawal dari masalah tersebut, penulis mencoba menggunakan komputer dan program Macromedia Dreamweaver™ untuk menciptakan sebuah website yang dapat memenuhi keinginan siswa akan materi pembelajaran kosakata Bahasa Inggris yang menyenangkan dan menarik. Materi yang digunakan dalam studi ini semuanya didasarkan pada KTSP Kurikulum Tingkat Satuan Pendidikan, hal ini dikarenakan materi yang disajikan merupakan materi tambahan yang berarti materi yang digunakan berupa sajian tambahan untuk materi kosakata yang diajarkan di sekolah. Abstrak ini akan membahas mengenai dua masalah yang ada pada rumusan masalah. Dalam studi ini disajikan dua 2 masalah utama, yaitu bagaimana cara merancang seperangkat materi kosakata tambahan berbasis web untuk siswa kelas X Sekolah Menengah Atas Negeri 9 Yogyakarta dan bagaimana penyajian seperangkat materi kosakata tambahan berbasis web untuk siswa kelas X Sekolah Menengah Atas Negeri 9 Yogyakarta. Guna menjawab pertanyaan pertama, penulis menggunakan 6 langkah yang diadaptasi dari Research and Development R D dan Kemp instructional design. Pada studi ini Research and Development digunakan sebagai payung utama pada perancangan desain, sedangkan Kemp digunakan sebagai payung untuk merancang materi pada desain. Hasil dari adaptasi R and D dan Kemp adalah sebagai berikut: 1 Melaksanakan identifikasi karakteristik siswa, 2 Merumuskan tujuan khusus, topik, dan tujuan umum, 3 Menentukan tujuan pembelajaran, 4 Membuat urutan subjek isi, 5 Menentukan jenis kegiatan belajar mengajar, 6 Evaluasi-Uji coba lapangan awal. Penulis juga melaksanakan survei menggunakan kuesioner untuk mendapatkan opini, pendapat, dan komentar dari responden. Hasil dari survei sangatlah penting untuk memperbaiki dan menyempurnakan desain materi. Selanjutnya, penulis menyajikan bentuk desain materi yang telah disusun guna menjawab pertanyaan kedua. Ada 8 unit yang disajikan dalam desain ini dan semuanya dibagi menjadi 4 subjek isi, yaitu Persiapan, Fokus pada Kosakata, Belajar dari Input dan Output, dan Refleksi. Sebagai penutup, penulis berharap bahwa desain seperangkat materi kosakata tambahan berbasis web untuk siswa kelas X Sekolah Menengah Atas Negeri 9 Yogyakarta dapat berguna bagi siswa untuk mengembangkan dan xv PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI memperkaya kosakata Bahasa Inggris mereka dan bagi guru dalam pengajaran kosakata Bahasa Inggris. xvi PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER 1 INTRODUCTION

This chapter covers the description of the topic; the problems of the study, the focus of the study and the advantages of the study. Systematically, chapter one covers The Background of the Study, Problem Identification, Problem Limitation, Problem Formulation, The Objectives of the Study, The Benefits of the Study, and The Definition of Terms.

A. The Background of the Study

“Vocabulary is central to language and of critical importance to the typical language learner” Coady, 1997, p.5. It means that vocabulary is not just a matter of understanding words and its implementation but more on the main concern in English as a Second Language ESL. Learning vocabulary can be the first step for ESL students to learn the basic of English, because by having the ability to master English vocabulary, students will be easier to understand and use English. Students nowadays demand their learning activities to be more interactive and interesting so they will be easier to learn English vocabulary. The challenge is to provide the students with the method which is appropriate to their expectations. Computer may become the answer, using computer, students will be provided with more attractive features in learning English, they will be able to perform self-learning activities and these features will help them to be independent learners. Using computers, teachers may put any materials which are appropriate 1 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI to objectives and they can create an easier way of teaching which is based on the present curriculum. Using computer as the basis for exercises, students will be easier to absorb the materials because the learning activities will take place on the computer instead of inside the traditional class which mostly makes them lack of motivation to learn. The basis for learning and exercising vocabulary to improve students’ achievement is by means of computer. The computer is hoped to help students to create motivation toward vocabulary learning. Using computer the students can also expose themselves more on the vocabulary materials they are learning. Computer was first designed for military purpose to protect highly important documents from their opponents. With the end of the war world II, people were trying to develop computer for other purposes. Since then, computer was developing very fast and now computer has become a part of human activities and used for numerous aspects in life. For many years, people are trying to develop a technique to teach English to students and finally, they come up with the use of computer to help students in learning English. Started from 1960s, computers were used for language teaching “Computers have been used for language teaching since the 1960s” Warschauer and Healey, 1998, p.57, but it was only used for certain educational purposes. Starting from that moment, people were trying to develop technology which could help students and teachers to find suitable method to teach and learn English. Then, researchers proposed the Computer Assisted Language Learning CALL. Through CALL the teaching and learning activities are based on computer as the assistant. The involvement of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI