Instructional materials of English vocabulary based on the natural approach for fourth grade students of SD Negeri II Sumberejo, Klaten - USD Repository
INSTRUCTIONAL MATERIALS OF ENGLISH
VOCABULARY BASED ON THE NATURAL APPROACH FOR FOURTH GRADE STUDENTS OF SD NEGERI II SUMBEREJO, KLATEN
A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Yoana Francisca Nicken Daniwijaya
Student Number: 061214156
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
INSTRUCTIONAL MATERIALS OF ENGLISH
VOCABULARY BASED ON THE NATURAL APPROACH FOR FOURTH GRADE STUDENTS OF SD NEGERI II SUMBEREJO, KLATEN
A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Yoana Francisca Nicken Daniwijaya
Student Number: 061214156
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A Thesis on
INSTRUCTIONAL MATERIALS OF ENGLISH
VOCABULARY BASED ON THE NATURAL APPROACH
FOR FOURTH GRADE STUDENTS OF SD NEGERI II
SUMBEREJO, KLATEN
By Yoana Francisca Nicken Daniwijaya
Student Number: 061214156 Approved by
Sponsor Date
Christina Kristiyani, S.Pd., M.Pd. August 15, 2011
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This life is just a long journey There’s always a price we have to pay for every single thing we want to reach even the very hard and far journey There’re always consequences we have to take for every single path we choose even the mistakes and the failures But, that’s not a reason for me to stop walking Because I believe, all of these are just the way that makes me deserve to gain my destination So, I’ll pay the price And I’ll choose my path and take the consequences
I’ll always keep striving to reach my dream which I believe that’s good and true
Because I know that something good is worthy to be fought for And if someday I make my dream to be true, and in that time I just find that I feel powerless and discouraged because of difficult time and hard feeling I’ll once more look back to remember this moment, a moment when I ever strive to walk very hard and far to reach the dream Further, once again I’ll realize that this life is a long journey and it’s not the reason for me to stop walking and fighting more and more to reach again what it’s good and true because once again I will understand, that something good is really worthy to be fought forµ
Yoana Daniwijaya
“because something good is worthy to be fought for”I dedicate this thesis to, My beloved family
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in quotations and the reference, as a scientific paper should.
Yogyakarta, September 8, 2011 The Writer
Yoana Francisca Nicken Daniwijaya 061214156
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma : Nama : Yoana Francisca Nicken Daniwijaya Nomor Mahasiswa : 061214156 Demi pengembangan ilmi pengetahuan, saya memberikan kepada Perrpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
INSTRUCTIONAL MATERIALS OF ENGLISH
VOCABULARY BASED ON THE NATURAL APPROACH
FOR FOURTH GRADE STUDENTS OF SD NEGERI II
SUMBEREJO, KLATEN
Dengan demikaian saya memberi kepada Perputakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas dam mempublikasikan di internet atau media lain untuk kepentingan akademis tanapa perlu meminta izin dari saya maupun memberi royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis Demikian pernyataan ini saya buat dengan sebenarnya Dibuat di Yogyakarta Pada tanggal 8 September 2011 Yang menyatakan (Yoana Francisca Nicken Daniwijaya) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Daniwijaya, Yoana Francisca Nicken. 2011. Instructional Materials of English
Vocabulary Based on the Natural Approach for Fourth Grade Students of SD
Negeri II Sumberejo, Klaten . Yogyakarta: English Language Education Study
Program, Sanata Dharma University.
English has been taught in Elementary School as local content subject started from the fourth grade. In this level, the learners are introduced to some simple words and phrases which are familiar with them and which are also often met in their daily life. Therefore, vocabulary has important role in learning English in this level. However, in the process of teaching-learning itself, a teacher cannot ignore the characteristics of the students in learning new language. The teacher should have teaching method to accommodate the students to learn the new language successfully. To respond to the problem, a study was conducted. The study proposed to design a set of instructional materials of English vocabulary based on the Natural Approach for the fourth grade students of SD
Negeri II Sumberejo Klaten.
This study discussed two problems. Those problems were formulated in two research questions: (1) How is instructional material of English vocabulary based on the Natural Approach for the fourth grade students of SD Negeri II
Sumberejo designed? (2) What does the design of the instructional material look
like? To answer the first question, the writer applied five steps of instructional design model, which were adapted from the combination of some steps of the two instructional design models; Kemp’s and Yalden’s. The steps were (1) conducting needs survey, (2) specifying goals, topics, and general purposes, (3) formulating learning objectives (4) selecting and organizing subject content, and (5) selecting teaching-learning activities and resources. All these steps are in accordance with Educational Research and Development method (R & D). The writer considered the first five steps of the ten steps of Educational R & D method in conducting this study. Those steps were (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field- Testing, and (5) Main Product Revision. Further, the writer designed the materials based on the theory of Natural Approach which considered five hypotheses in the process of language learning and provided acquisition activities in the early stages of language learning.
To answer the second question, the study presented the final version of the instructional design material based on the Natural Approach for the fourth grade student of SD Negeri II Sumberejo, Klaten. The materials consisted of eight units. Each unit consisted of three sections, namely pre-activity section, whilst activity section and post-activity section. Then, those three sections were divided into four main parts. Those sections are Let’s Get Ready!, Let’s Work It Out!, Let’s Do It!, and Let’s Sum It Up!.
The materials evaluation results showed that the percentage average of the designed materials were 84.21% ranged from 73.33% up to 93.33% on the maximum percentage of 100%. It showed that the materials were appropriate for the fourth grade students of SD Negeri II Sumberejo.
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ABSTRAK
Daniwijaya, Yoana Francisca Nicken. 2011. Instructional Materials of English
Vocabulary Based on the Natural Approach for Fourth Grade Students of SD
Negeri II Sumberejo, Klaten . Yogyakarta: Program Studi Pendidikan Bahasa
Inggris, Universitas Sanata Dharma.
Bahasa Inggris sudah diajarkan di Sekolah Dasar (SD) sebagai pelajaran muatan lokal yang dimulai di kelas empat. Pada level ini, siswa dikenalkan pada beberapa kosakata dan ungkapan sederhana yang umum dijumpai dalam kehidupan mereka sehari-hari. Oleh karena itu, kosakata memegang peranan penting dalam proses belajar bahasa Inggris dalam level ini. Akan tetapi, dalam praktek belajar-mengajar itu sendiri, seorang guru tidak bisa mengabaikan karakter para siswanya dalam mempelajari sebuah bahasa baru. Seorang guru sebaiknya mempunyai teori dan metoda pengajaran untuk mengakomodasi siswa belajar bahasa tersebut dengan baik. Untuk menanggapi masalah tersebut, sebuah penelitian dilaksanakan. Penelitian ini bertujan untuk merancang materi pembelajaran kosakata bahasa Inggris yang berdasarkan pada teori Natural Approach untuk siswa kelas empat SD Negeri II Sumberejo Klaten.
Studi ini membahas dua masalah. Masalah-masalah tersebut dirumuskan dalam dua pertanyaan penelitian yaitu, (1) bagaimana materi pembelajaran kosakata bahasa Inggris untuk siswa kelas empat SD Negeri II Sumberejo Klaten yang berdasarkan pada teori Natural Approach dirancang? dan (2) seperti apakah penyajian materi pembelajaran kosakata bahasa Inggris untuk siswa kelas empat SD Negeri II Sumberejo Klaten yang berdasarkan pada teori Natural Approach tersebut?
Untuk menjawab pertanyaan pertama, penulis menerapkan enam langkah yang diadaptasi dari model instruksional Kemp dan Yalden. Langkah-langkah tersebut adalah (1) mengadakan survei kebutuhan, (2) menentukan tujuan, topik dan tujuan umum pembelajaran (3) merumuskan indikator (4) menentukan dan menyusun isi pembelajaran, (5) menentukan kegiatan pembelajaran dan sumber belajar, dan (6) mengadakan evaluasi materi. Langkah-langkah tersebut sesuai dengan langkah-langkah yang terdapat dalam Research and Development Method
(R&D). Namun dalam studi ini, penulis hanya menerapkan lima langkah pertama
dari sepuluh langkah yang terdapat dalam R&D. Langkah-langkah tersebut adalah (1) pengumpulan informasi penelitian, (2) perencanaan, (3) pengembangan produk tahap awal, (4) pengujian produk, (5) perbaikan produk. Selanjutnya, penulis mendesain materi yang berdasar pada teori Natural Approach yang mempertimbangkan lima hipotesis dalam proses belajar bahasa dan memperlengkapinya dengan kegiatan akuisisi pada tahap awal belajar bahasa.
Untuk menjawab pertanyaan kedua, penulis menyajikan hasil akhir dari materi pembelajaran kosakata bahasa Inggris yang berdasarkan pada teori Natural
Approach untuk kelas empat SD Negeri II Sumberejo Klaten. Materi tersebut
terdiri dari delapan unit. Masing-masing unit terdiri dari tiga sesi, yaitu kegiatan awal, kegiatan inti, dan kegiatan akhir. Ketiga sesi tersebut dibagi menjadi empat
bagian inti, yaitu Let’s Get Ready!, Let’s Work It Out!, Let’s Do It!, dan Let’s Sum It Up!. Dari hasil evaluasi rancangan materi menunjukkan bahwa persentase rata- rata adalah 84.21% yang berkisar antara 73.33% sampai 93.33% pada persentase
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pembelajaran tersebut cukup bagus dan bisa diterima serta digunakan untuk pembelajaran kosakata bahasa Inggris untuk kelas empat SD Negeri II Sumberejo Klaten.
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ACKNOWLEDGMENTS
First of all, I would like to express my greatest gratitude to my Lord Jesus
Christ for His wonderful and everlasting love, grace, care, help, and guidance in
my life. I am so grateful for all His kindness to always stay by my side, love me abundantly, and strengthen me in every single step of mine.
My sincerest gratitude goes to my major sponsor, Christina Kristiyani
S.Pd., M.Pd., for her guidance, support, advice, suggestions, and corrections
during my process of completing this writing. I also thank her for reading my thesis thoroughly. I would also like to address my deepest gratitude to Gregorius
Punto Aji, S.Pd., M.Pd., and Drs. Y. B. Gunawan, M.A., for their time to
evaluate my materials, give a lot of suggestions and advice, and share knowledge with me. I would also like to give my gratitude to all PBI lecturers for their great contribution to guide, support, and teach me during my study in Sanata Dharma University.
I would like to express my gratitude to the headmaster of SD Negeri II
Sumberejo , Bapak Eka Sriyanta, S.Pd., for allowing me to conduct my research
in the school. I would also like to give my special thanks to the English teacher of
SD Negeri II Sumberejo , Ibu Ari Saraswati, S.Pd., for giving me help, guidance,
support, suggestions, and willingness in evaluating my designed materials. My specials thanks also go to the fourth grade students of SD Negeri II Sumberejo who welcomed me with all cheerfulness, friendliness, and kindness.
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I dedicate my greatest gratitude to Misereor and Sanata Dharma
University which help me a lot in providing me scholarship to support my
financial stuff for my study. I also thank them for giving me opportunities to learn, experience and share many valuable things with others.
My special gratitude goes to my beloved parents, my mother, Natalia Sri
Wahyu Handayani, and my father, Nicolaus Nano Supardiyono for the
patience, support, prayer, advice, guidance, care, and love in my life. My gratitude also goes to all my beloved brothers, Mas Bima, Mas Whisnu, and Mas Indra for all the support and love given to me, and for every special moment to be spent together.
My deepest gratitude goes to my special and beloved friend, Andri
Nugraha, for his patience, support, care and love on my days, and also for all the
times he spends with me. My sincerest thanks go to all my lovely friends, Indi,
Ratri, Ata, Nana, Tita, Kaje, Siska and Niken, who colour my life and my days
with jokes, cheerfulness, affection, help, support, valuable lesson and beautiful friendship. My thanks also go to all my friends in the Misereor Group in Klaten
“Klabers” Bersinar, “Sairoth” members of KKN XXXVIII, the Play
Performers of “Fatal Desire”, the big family of PPL, the big family of LPPM
Sanata Dharma University, the big family of Columbia-Edu Centre (CEC)
and also the big family of Gereja Baptis Indonesia (GBI) Klaten for all valuable things that have been shared together.
Yoana Fr. Nicken Daniwijaya .:: ::. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI TABLE OF CONTENTS
Page TITLE PAGE ……………………………………………………………….. i APPROVAL PAGES ……………………………………………………….. ii DEDICATION PAGE ……………………………………………………..... iv STATEMENT OF WORK’S ORIGINALITY ……………………………… v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI …………………… vi
ABSTRACT ……………………………………………………………….... vii
ABSTRAK …………………………………………………………………… viii
ACKNOWLEDGMENTS …………………………….…………………..... x TABLE OF CONTENTS …………………………………………………… xii LIST OF TABLES ………………………………………………………….. xv LIST OF FIGURES …………………………………………………………. vxi LIST OF APPENDICIES …………………………………………………… xvii
CHAPTER I. INTRODUCTION A. Research Background ……………………………………………….. 1 B. Problem Formulation ………………………………………………... 6 C. Problem Limitation ………………………………………………….. 6 D. Research Objectives …………………………………………………. 7 E. Research Benefits …………………………………………………… 7 F. Definition of Terms …………………………………………………. 8
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CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ……………………………………………... 11
1. Instructional Design Models ……………………………………. 11
a. Kemp’s Instructional Design Model ………………………. 11
b. Yalden’s Instructional Design Model ……………………... 16
2. The Theory of Natural Approach ………………………….……. 19
a. Approach ……………………………………………….……. 20
b. The Goal of the Natural Approach …………………….……. 22
c. Classroom Activities in Early Stages ………………….……. 23
d. The Roles of the Teacher ……………………………….…… 25
e. The Roles of Instructional Material …………………….…... 26
3. Vocabulary ……………………………………………………… 26
a. Vocabulary Selection ……………………………………...... 26
b. Learning Vocabulary ………………………………………... 28
c. Principle of Teaching Vocabulary …………………………... 29
4. Young Learners …………………………………………………. 31
a. The Characteristics of Young Learners …………………….. 31
b. Principle of Teaching Young Learners ……………………… 33
B. Theoretical Framework ……………………………………………… 36
CHAPTER III. METHODOLOGY A. Research Method ……………………………………………………. 43 B. Research Participants ……………………………………………….. 46 C. Research Instruments ……………………………………………….. 48
D. Data Gathering Technique ………………………………………….. 52
E. Data Analysis Technique ………………………………………….... 54
F. Research Procedure …………………………………………………. 56
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Steps in Designing the Materials ………………………………….... 59
1. Conducting Need Survey ……………………………………..… 60
2. Considering Goals, Topics, and General Purposes …………….. 66
3. Formulating Learning Objectives ………………………….…… 69
4. Selecting and Organizing Subject Content ……………….…….. 73
5. Selecting Teaching-Learning Activities and Resources ..……… 75
6. Evaluating the Designed Materials ……………………………… 76
B. Finding and Discussion on the Designed Materials Evaluation …… 76
1. Preliminary Field Testing ……………………………………… 77
2. Final Product Revision ………………………………….……… 81
C. Presentation of the Designed Materials …………………….……… 88
CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions …………………………………………………………. 91 B. Suggestions ………………………………………………………….. 94 REFERENCES …………………………………………………………….. 96 APPENDICES ………………………………………….………………….. 99 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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LIST OF TABLES
TablePage
3.1 The Description of the Participants of Preliminary Field Testing (Blank) …………………………………………………………………..
48
3.2 Degree of Agreement …………………………………………………… 51
3.3 The Descriptive Statistics of Participants’ Opinion (Blank) …………… 56
4.1 The List of 8 Top Topics ……………………………………………….. 65
4.2 The Topics and the General Purposes of the Designed Materials ……. 67
4.3 The Learning Objectives in Each Topic ………………………………... 69
4.4 The Description of the Participants of the Preliminary Field Testing …. 77
4.5 The Results of the Preliminary Field Testing Questionnaire …………... 78
4.6 The Summary of Comments and Opinions and Suggestions of the Designed Materials ……………………………………………………... 80
4.7 The Summary of Learning Stages and the Acquisition Activities Based on the Natural Approach in Each Topic ……………………………….. 83 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI LIST OF FIGURES Figure
Page
2.1 Kemp’s Instructional Model (Kemp, 1977: 9) …………………………. 12
2.2 Yalden’s Instructional Model (Yalden, 1987: 88) ……………………… 16
2.3 The Writer’s Instructional Model ………………………………………. 40
3.1 The Steps of the Procedure in Designing the Materials ………………... 58 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICIES
PageAppendix 1 Permission Letter …………………………………………....... 100 Appendix 2 The Results of the General Classroom Observation ……….…. 103 Appendix 3 The Results of the Interview on the Needs Survey ……….….. 110 Appendix 4 Questionnaire on the Needs Survey ……………………….….. 113 Appendix 5 The Results of the Questionnaire on the Needs Survey ……… 117 Appendix 6 Basic Competencies in Each Topic …………………………… 120 Appendix 7 Objectives in Each Topic ……………………………………… 124 Appendix 8 Syllabus ……………………………………………………..... 128 Appendix 9 Lesson Plan Meeting 1 ..…………………………………….... 149 Appendix 10 General Description of the Designed Materials ……………… 153 Appendix 11 Questionnaire on the Material Design Evaluation ……………. 158 Appendix 12 The Results of the Preliminary Field Testing (Post-Designed).. 162 Appendix 13 Presentation of the Designed Materials ………………………. 165
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CHAPTER I INTRODUCTION This chapter describes about how this study obtained through briefly
discussion of the research background, the problem formulation, the problem limitation, the research objectives, the research benefits, and the definition of terms of the study.
A. Research Background
Based on the development of Elementary School education and English program in Indonesian education, English has been taught for, approximately, more than 10 years in Elementary Schools in Indonesia and it begins from year 2000 (Suyanto, 2001). In the first time it was held, English subject had a role as
th
local content subject, and it was able to be started at 4 grade. As the time went by, English which was as an optional local content subject at first then, it became an obligatory local content subject in some areas in Indonesia (Suyanto, 2001). Since the role of the English subject as local content, it is not a must to hold English subject if the school has not been ready yet to have English as the school subject. Nevertheless, in Indonesia, English has been considered important because it is held to develop competency based on the local region characteristics.
However, in Indonesia, English language plays as a foreign language. Suyanto (2001) stated that English as a foreign language (EFL) is different from
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English as a second language (ESL), and so the purpose of the learning itself is, actually, different from learning English as a second language. In fact, learning English in Elementary School is to introduce students a language apart from their mother tongue. In this case, English as a foreign language which is introduced and taught obligatorily. Further, teaching and learning English in Elementary School begins from introducing to some simple words which are familiar and often met in their daily life and their environment. This will be easy for students to learn a foreign language because what they learn can reflect what they meet in their daily life.
Since vocabulary is the basic and important element of a language, further, learning vocabulary itself will be a start for students to learn how to use English because from vocabulary skill students will be able to learn other language skills. Therefore, it can be very impossible to produce some word expressions and learn the higher level of the language skill without knowing the vocabulary first. As Rivers (1983: 125) argued that the acquisition of an adequate vocabulary is essential for successful second language use and comprehensible communication.
For instance, a young learner of a foreign language needs at least 200 words or vocabularies to support in learning the language such as grasping simple sentences he hears, comprehending simple reading passages, making simple sentences, or producing simple utterances. In the other side, it is not easy for young learners or children to learn vocabulary of foreign language. It is, more or less, something new and strange because they are not familiar to use the language to speak in the daily life. Although young learners have known English, learning English is
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absolutely a process. In fact, introducing English as a foreign language is not a simple effort for a teacher. Moreover, learning vocabulary is largely about
remembering, memorizing, and recognizing the concept of the words itself. Students
generally need to see, say, and write newly learned words many times before they can be said to have learned them. Therefore, it has been teachers’ task to help and guide the students to learn and develop their vocabulary skill. Brown (1987: 6) stated that teaching cannot be defined apart from learning. By teaching the students in the right ways, learning process will work effectively.
The teaching vocabulary has a place as a fundamentally important aspect of language development (Nunan, 1999: 103). According to Nunan (1999: 103), it is partly due to the influence of comprehension-based approaches to language development. Nevertheless, Kaka (2008) pointed out that good learning atmosphere and method can guide the students to learn more and meaningful. To accomplish such condition, the Natural Approach which presents various and attractive methods for the class can be applied. The Natural Approach is an approach which is adapted and combined from the previous methods and approaches. Therefore, the techniques recommended are often borrowed from other methods and adapted to meet the requirements of the Natural Approach theory (Richard & Rodger, 2001: 186). The goal of the Natural Approach is to help beginner learners be intermediate or advance learners. However, the Natural Approach can be applied in various levels of learners such as young learners, teenager learners, and adult learners because the initial task is provided to comprehensible input based on the learner’s level. This is why the writer chose
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the Natural Approach to teach English vocabulary to the Elementary School students.
Besides, there are some other reasons and considerations for the writer to select the Natural Approach as the basic theory of teaching and learning. First is that the Natural Approach sees communication as the primary function of language (Richard & Rodgers, 2001: 179). Therefore, the Natural Approach is an example of a communicative approach. Second is that the writer also observes that the nature of language of the Natural Approach emphasizes the primacy of meaning, therefore, the importance of the vocabulary is stressed (Richard & Rodger, 2001: 180). Moreover, Brown (1987: 164) mentioned that the goal of the Natural Approach is basic personal communication skill, that is, everyday language situation such as conversation, shopping, listening to the radio, and the like. Besides, the other strength of the approach is the main role of the teacher in the Natural Approach. Here, the teacher is as the source of the learners’ input and the creator of an interesting and stimulating variety of classroom activities such as command, games, skits, and small-group work (Brown, 1987: 164). As Sasson (2009) stated that vocabulary practice should be taught in a variety of fun, communicative and motivating contexts to make students feel confident using the new words. Thus, in the Natural Approach, the teacher should create a classroom atmosphere that is interesting, friendly, and in which there is a low affective filter for learning (Richard & Rodger, 2001: 187).
What characterizes the Natural Approach is the use of familiar techniques within the framework of a method that focuses on providing comprehensible input and a classroom environment that cues
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comprehension of input, minimizes learner anxiety, and maximizes learner self-confidence. (Richard and Rodger, 2001: 186) Observing the reasons of choosing the approach as the best way to teach
English vocabulary, the writer has selected an Elementary School as the subject of the study. The study was conducted in SD Negeri II Sumberejo. There are some reasons why the writer selected SD Negeri II Sumberejo as the subject of the study. These reasons are based on the informal observation and interview with the English teacher. The first reason in choosing the school is that the students of SD
Negeri II Sumberejo learn about English vocabulary more frequent than other
skills of English. Another reason is that SD Negeri II Sumberejo is located in the edge of the town. As the location of the school, it influences students’ background knowledge. Besides, it also influences the teaching-learning styles and the teaching-learning process in the class. Therefore, it will affect students’ competence of English, in this case is students’ input of English vocabulary. The other reason in choosing SD Negeri II Sumberejo is that the teaching-learning process in this school is generally teacher-centered. This is considered appropriate with the Natural Approach in which the teacher plays as the source of the learners’ input. Therefore, the teacher should create such interesting and stimulating classroom activities to motivate the students to learn, so it can improve the students’ vocabulary skill.
B. Problem Formulation The problems of the study can be formulated as follows.
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1. How is instructional material of English vocabulary based on the Natural Approach for the fourth grade students of SD Negeri II Sumberejo designed?
2. What does the design of the instructional material look like? C.
Problem Limitation
There are some limitations in this study. First, the study was about designing a set of instructional material. The study focused on developing materials to facilitate the teaching-learning process. Because the study was to design vocabulary instructional material, therefore, the main concern of the teaching-learning process was the process of vocabulary teaching and learning. Second, the study applied the Natural Approach theory in designing the materials. The Natural Approach gave opportunity for the students to learn English in low personal anxiety and low classroom anxiety to maximize the learning process.
Third, the study was designed for grade IV students of SD Negeri II Sumberejo. The reason of choosing the fourth grade students of Elementary School was that they were more familiar with English and they had had more knowledge of English language than those of previous grade. Fourth, the study was conducted in
SD Negeri II Sumberejo. It was chosen because the students there needed more
opportunities and facilities to learn English.D. Research Objectives
Considering the problem which had formulated, this study elaborated two main objectives. They are presented as follows.
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1. The study attempts to find out how a set of instructional material to teach English vocabulary based on the Natural Approach for the fourth grade students of SD Negeri II Sumberejo is designed.
2. The study also attempts to present the design set of English vocabulary
instructional material based on the Natural Approach for the fourth grade students of SD Negeri II Sumberejo.
E. Research Benefits
The study is expected to be able to give positive contributions to English Language Teaching, especially in English vocabulary teaching. Besides, the study is also expected to give benefits to the students of SD Negeri II Sumberejo, the English teachers of SD Negeri II Sumberejo, the teachers and the students of other Elementary Schools, and the other writers.
For the students, this study provides materials that are useful to learn English based on the Natural Approach, especially to learn vocabulary. Through the designed materials, the studends will find it easier to learn English vocabulary.
Therefore, the students will be encouraged to learn English vocabulary. Besides, it is also hoped that it will be more easily to develop their vocabulary abilities.
For the English teacher, the design materials can be references of teaching- learning English vocabulary based on the Natural Approach that can be applied in class. Besides, the study will be useful for teachers in developing and designing a kind of instructional material to teach English vocabulary for Elementary School students that can be modified in their own ways.
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For other writers, this study can be used as the reference to conduct further research and write scientific paper related to the topic. It is hoped that through the study other writers may gain beneficial information that can be used to support their research.
F. Definition of Terms
This study provided the definition of some important terms in order to avoid different perceptions to these terms and to clarify the concept of the study.
The terms are defined as follows.
1. Instructional Material
Instruction is a goal-directed teaching process which is more or less pre- planned (Romiszowski: 1981). Kemp (1977) pointed out that instructional material design means the actual planning activities that the teacher will bring about the desire end. Savignon (1997: 132) stated that a set of instructional material can be recourses in pursuing the language activities at hand. In this study, instructional material refers to a set of units which is used as the focus discussing in the language teaching-learning process to achieve a goal or an objective in order to develop students’ vocabulary skill.
2. The Natural Approach
The Natural Approach is an attempt to develop a language teaching proposal that incorporated the “naturalistic” principles (Richard & Rodgers, 1986: 128). The term natural merely emphasized that the principles underlying the method were believed to conform to the principles of naturalistic language
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learning in young children. The Natural Approach theory is adapted and borrowed from other methods. These include command-based activities from Total Physical Response, Direct Method, and Communicative Language Teaching.
In this study, the Natural Approach which is used as the basis theory of the designed material refers to an approach which facilitates methods and emphasizes on exposure, or input to teach English vocabulary. They are optimizing emotional preparedness for learning, a prolonged period of attention to what the language learners hear before they try to produce language, and willingness to use written and other materials as a source of comprehensible input. This can be done by discussing topics of interest, games, tasks, and the like.
3. Fourth Grade Students of Elementary school
Elementary school refers to the first part of nine year system of elementary education program that has duration of six years (Soedijarto, 1993: 128). In this study, fourth grade students are a group of students between nine up to eleven years old who are now learning in the fourth grade of Elementary School.