English vocabulary lesson using pictures for the third graders of Kanisius II Wonosari Elementary School.

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ENGLISH VOCABULARY LESSON USING PICTURES
FOR THE THIRD GRADERS OF KANISIUS II WONOSARI
ELEMENTARY SCHOOL
A SARJANA PENDIDIKAN FINAL PAPER

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Damianas Ambar Irdhiawati
Student Number: 081214052

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013

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ENGLISH VOCABULARY LESSON USING PICTURES
FOR THE THIRD GRADERS OF KANISIUS II WONOSARI
ELEMENTARY SCHOOL
A SARJANA PENDIDIKAN FINAL PAPER

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree

in English Language Education

By
Damianas Ambar Irdhiawati
Student Number: 081214052

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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DEDICATION PAGE

I dedicate this final paper to my LORD, Jesus Christ

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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 the quotations and the
references, as a scientific paper should.

Yogyakarta, August 14th, 2013
The Writer

Damianas Ambar Irdhiawati
081214052

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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

: Damianas Ambar Irdhiawati

Nomor Mahasiswa : 081214052
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
ENGLISH VOCABULARY LESSON USING PICTURES
FOR THE THIRD GRADERS OF KANISIUS II WONOSARI
ELEMENTARY SCHOOL
beserta perangkat yang diperlukan. Dengan demikian saya memberikan kepada
Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan
dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media
lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun
memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai
penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 14 Agustus 2013
Yang menyatakan

Damianas Ambar Irdhiawati

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ABSTRACT

Irdhiawati, Damianas Ambar. 2013. English Vocabulary Lesson Using Pictures
for the Third Graders of Kanisius II Wonosari Elementary School.Yogyakarta:
English Education Study Program, Department of Language and Arts Education,
Faculty of Teachers Training and Education, Sanata Dharma University.

Vocabulary is one of the basic elements in learning language. In learning
English, vocabulary plays important role in the four language skills. They are
listening, speaking, reading, and writing. In learning English, the learners should

master vocabulary if they want to conduct a good communication. In this study,
the writer would like to help the third graders of Kanisius II Wonosari Elementary
School to improve their vocabulary mastery. They need some interesting media,
activities, or materials in learning vocabulary. Furthermore, the writer focused on
the use of pictures as the teaching medium to improve students’ vocabulary
mastery.
This study intended to answer a research question, namely “what do the
designed materials for the third graders of Kanisius II Wonosari Elementary
School look like?”. To answer the research question, the writer employed
Educational Research and Development as the method. The writer constructed the
model modified from Dick and Carey’s Model of Instruction and Kemp’s Model
of Instruction. There were five steps the writer had to follow, they are identifying
instructional goals, analyzing learners and context, writing performance
objectives, developing instructional srategy, and developing and selecting
instructional materials. To find the data the writer used two instruments, they are
an informal interview and questionnaire.
The final product of the designed material includes a unit. The topic of the
material is “Occupation”. The material is divided into four parts. They are
listening, speaking, reading, and writing. Each part has two until four tasks. Every
task has various activities. Those activities aim to help the third graders of

Kanisius II Wonosari Elementary School in memorizing the English vocabulary.
The writer hopes these materials will be useful for the teacher and the students of
Kanisius II Wonosari Elementary School.

Keywords: vocabulary, pictures, English subject, elementary school

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ABSTRAK

Irdhiawati, Damianas Ambar. 2013. English Vocabulary Lesson Using Pictures
for the Third Graders of Kanisius II Wonosari Elementary School. Yogyakarta:
Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni,

Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Kosakata adalah elemen yang paling mendasar dalam pembelajaran
bahasa. Dalam pembelajaran Bahasa Inggris kosakata mempunyai perananan
yang sangat penting dalam empat aspek, yaitu: mendengarkan, berbicara,
membaca, dan menulis. Dalam pembelajaran Bahasa Inggris, pelajar harus
menguasai kosakata jika mereka ingin berkomunikasi dengan baik. Dalam
penelitian ini, penulis bermaksud untuk membantu siswa SD Kanisius II Wonosari
untuk meningkatkan penguasaan kosakata. Dalam pembelajaran kosakata Bahasa
Inggris, mereka membutuhkan media, aktifitas, dan materi yang sangat menarik.
Penulis fokus pada penggunaan gambar sebagai media pengajaran untuk
meningkatkan penguasaan kosakata tersebut.
Penelitian ini bertujuan untuk menjawab rumusan masalah sebagai
berikut, “seperti apakah bentuk rancangan materi pengajaran yang
menggunakan gambar untuk siswa kelas III di SD Kanisius II Wonosari?”. Untuk
menjawab pertanyaan dalam rumusan masalah tersebut penulis menggunakan
Educational Research and Development (Educational R & D). Penulis
menggunakan teori Dick dan Carey dan Kemp. Penulis menggabungkan kedua
model tersebut. Model tersebut terdiri dari lima langkah, yaitu: mengidentifikasi
tujuan instruksional, menganalisis pelajar dan konteks, menulis tujuan sasaran

hasil
kerja,
mengembangkan
instruksional
strategi
pembelajaran,
mengembangkan dan mendisain materi pembelajaran.
Produk akhir dari materi yang telah didesain terdiri dari satu unit. Topik
dari materi ini adalah “Pekerjaan”. Materi dibagi menjadi empat bagian, yaitu:
mendengarkan, berbicara, membaca, dan menulis. Setiap bagian mempunyai dua
sampai empat tugas. Setiap tugas mempunyai berbagai macam aktivitas yang
bertujuan untuk membantu siswa kelas tiga di SD Kanisius II Wonosari dalam
mengingat kosakata bahasa Inggris. Penulis berharap materi ini dapat berguna
bagi guru dan siswa SD Kanisius II Wonosari.

Kata kunci: vocabulary, pictures, English subject, elementary school
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ACKNOWLEDGEMENTS

First of all, I would give my biggest praise and greatest gratitude to Jesus
Christ, who always supports me in every step I have taken. He knows the best for
me. He always gives me spirit in my days. Without him, it is impossible for me to
finish this paper.
My deepest gratitude also goes to my sponsor Christina Kristiyani, S.Pd.,
M.Pd. for her attention, motivation and support during the process of writing this
paper. I really thank her for being patient in helping me to finish this paper and
spending much time and energy reading and correcting this paper. I would also
like to address my sincere gratitude to Drs. Barli Bram, M. Ed., Ph.D. for his
willingness to guide me in checking the details of my paper, for his patience in
guiding me, and for his support. In addition, I would like to thank all the lecturers
in the English Education Study Program of Sanata Dharma University for sharing
their knowledge during my study, to the secretariat staff of PBI (mbak Daniek and
mbak Tari) and the librarians in Sanata Dharma University for their great services
during my study.
My greatest gratitude goes to my beloved parents, Panggah Untoro and
Maria Magdhalena Martini, for their love, support, prayer, and encouragement
which help me very much. Besides, I deeply thank my grandfathers, Oktavianus
Andar, and Totok Pitoyo for their support, patience, and help. I wish to thank my
best friends Lia, Eko, Ratih and Pravita. I would like to thank Ratih Mayasari,
Wulanda Rismayanti, Elisabet Deti, and Elisabeth Christya for the support and
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togetherness. And last, I would like to thank those who had helped and supported
me and could not be mentioned by name. I really learned many things from them
all. May God bless them all.

Damianas Ambar Irdhiawati

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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

ACKNOWLEDGEMENTS ..........................................................................

ix

TABLE OF CONTENTS ..............................................................................

xi

LIST OF TABLES ........................................................................................

xiii

LIST OF FIGURES ......................................................................................

xiv

LIST OF PICTURES ....................................................................................

xv

LIST OF APPENDICES ...............................................................................

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CHAPTER I. INTRODUCTION
A. Research Background ......................................................

1

B. Research Methodology.....................................................

4

CHAPTER II. DISCUSSION
A. Review of Related Literature............................................

8

1. Dick and Carey’s Model of Instruction.............................

9

2. Kemp’s Model of Instruction ...........................................

12

3. Vocabulary ......................................................................

15

4. Pictures ............................................................................

20

B. Findings ...........................................................................

22

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1. The Designed Vocabulary Instructional Materials Using
Pictures for the Third Graders of Kanisius Elementary School
........................................................................................

22

a. The goal of the designed materials..............................

22

b. The learners’ characteristics .......................................

23

c. The performance objectives ........................................

27

d. The development of Instructional Strategies ...............

29

2. The Designed Materials ...................................................

30

CHAPTER III. CONCLUSION ....................................................................

35

REFERENCES .............................................................................................

37

APPENDICES ..............................................................................................

39

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LIST OF TABLES

Table

Page

2.1.The Competency Standard and Basic Competences for the Third Grader

23

2.2.Data Presentation Table of the Students’ Needs Analysis .......................

24

2.3.The Results of Informal Interview ..........................................................

26

2.4.The Learning Objectives for the Third Graders of Kanisius II Wonosari
Elementary School .................................................................................

28

2.5.Example of Listening Answer Sheet .......................................................

31

2.6.Text 1

.................................................................................................

32

2.7.Vocabulary Exercise...............................................................................

33

2.8.Text 2

33

.................................................................................................

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LIST OF FIGURES

Figure

Page

Figure 2.1 Dick and Carey’s System Approach Model for Designing Instruction 9
Figure 2.2 Kemp’s Model of Instruction .......................................................

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LIST OF PICTURES
Picture

Page

2.1.Mechanic ................................................................................................

30

2.2.Nurse …. ................................................................................................

31

2.3.Driver…..................................................................................................

32

2.4.Locations ................................................................................................

34

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LIST OF APPENDICES
APPENDIX 1 : Teacher’s Guideline .............................................................

38

APPENDIX 2 : One Unit of Material ............................................................

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APPENDIX 3 : Lesson Plan..........................................................................

62

APPENDIX 4 : Syllabus ...............................................................................

75

APPENDIX 5 : Instruments

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CHAPTER I
INTRODUCTION

In this chapter, there are two sections that the writer will discuss. The
writer will discuss the background information of the study in which the writer
explains the investigation of the problem and the importance of the study. It also
involves the research method of the study. This chapter is intended to give the
readers a clear picture.

A.

Research Background
In Indonesia, English is learned as an important foreign language. It is used

for the purpose of absorption and development of science, technology, culture and
the relation with other countries (Depdikbud, 1994, p.1). Considering the
importance of English, the Indonesian government and the education experts have
introduced English earlier that is in Elementary School. They focus on younger
children because it is the best time for them to learn many kinds of languages. It is
also supported by Brown (1993), he states that the students at Elementary School
are still in the critical age (p.52). Critical age is a biologically determined period
of life when languages can be acquired more easily, but beyond those languages
are increasingly difficult to acquire. In fact, it is easier for younger children to
learn languages rather than adults. According to Kaswanti (1998, p.29), the
children at the Elementary School have good opportunities to learn a new

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language beside their mother tongue because of their brains’ plasticity. It means
that the brain has more ability to absorb new knowledge easily.
One of the elementary schools in Wonosari, namely Kanisius II
Elementary School, has started introducing English. This school has introduced
English because they think that they need to take the opportunity of their students’
critical period. Besides, they have to get the objectives of teaching English, which
are to prepare and to motivate the students to be ready in the higher levels.
It is a big challenge for the school to introduce English to their students.
They realize that to learn a new language is also to learn its vocabulary. It is
because vocabulary is one of the basic elements. It means that vocabulary is the
central of language and of the critical importance to typical language learners.
Without sufficient vocabulary, the learners cannot communicate effectively or
express her/his ideas in both oral and written form. According to Krashen (1984,
p.74), it is undeniable that learning vocabulary grows through incidental learning
such as through continuous exposure to comprehensible language in reading,
listening, speaking, and writing exercises. In learning English, vocabulary plays
important role in the four English language skills, like what Schmitt and
McCarthy (1997, p.6) state that vocabulary has an important role in language
skills.
The results of the observation in the third graders of Kanisius II Wonosari
Elementary School showed that some of the students felt bored of the activities.

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The teacher did not use interesting media at a daily basis. The students were asked
to only imagine the vocabulary given.
Based on that phenomenon, the writer tried to design the materials. The
materials should be presented as interesting as possible because those can be used
to attract the students’ interests and to motivate the students to learn English. The
students at this period are still curious about new things, so we have to take this
opportunity to teach vocabulary to them with the interesting media and
techniques. In the designed materials, the writer uses pictures as the teaching
medium. The use of pictures as the teaching medium is to make the students
easier to memorize the words. By showing the pictures and their names, it will
help the students to memorize because they have seen the pictures themselves.
The word meanings of the objects used in teaching the vocabulary must be easily
found in the students’ daily activities.
Teaching vocabulary by using pictures can be very fun. Pictures can make
students be more focused on learning and make it the students easier to remember
the words. Students are interested whenever they learn English using pictures. The
pictures ease the students to understand the difficult words. According to Gerlach
and Ely (1980), the use of pictures is more efficient and practical than words
(p.273).
In this research the writer formulated one problem to be solved. The
question is “What do the designed materials for the third graders of Kanisius II
Wonosari Elementary School look like?”. Therefore, this study aims to answer the

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formulated question and provide a set of designed materials which using pictures
for teaching vocabulary to the third graders of Kanisius II Wonosari Elementary
School. The materials hopefully help the teacher of Kanisius II Wonosari
Elementary School teach English vocabulary. This study is also useful for the
readers to obtain the information about the appropriate materials for the third
graders of elementary school.

B.

Research Methodology
This research took place at Kanisius II Wonosari Elementary School. It is

located on Jl. Mgr. Sugiyopranoto, Baleharjo Wonosari, Gunungkidul. The
subjects of the study were the students of the third graders of Kanisius II
Wonosari Elementary School. There were 35 students in this class, consisting of
17 male and 18 female students. There were some considerations why the writer
chose this class. First, the students were so enthusiastic in joining the class
activities, especially in learning English. Second, the students could cooperate
well when the writer conducted the research.
To collect the data and to design the materials the writer used two
instruments. They are informal interview and questionnaire.
1.

Informal Interview
According to Gay (1992: 231), an interview is the oral form of

questionnaire to gain the data. The writer interviewed the English teacher of the
third grade of Kanisius II Wonosari Elementary School. The writer asked the
teacher about the students’ characteristics, students’ needs, interests, and the

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materials needed by her students. The results of the interviews were used to
obtain information about the appropriate activities, the objectives, the topics, and
the materials.
2.

Questionnaires
In this study the writer used questionnaires to obtain the data. There are

two kinds of questionnaires: closed form (structured) questionnaire and open form
(unstructured) questionnaires (Ary et al., 1979). The closed questionnaire contains
the questions and the alternative answer to them. The open questionnaire does not
include the suggested answer. In this research, the writer used the open
questionnaire. Before designing the materials, the writer distributed the
questionnaire to the third graders of Kanisius II Wonosari Elementary School in
order to obtain information on the needs analysis. The questionnaire provided
some questions about the students’ background on the learning English and the
questions about what kinds of topics that they need.
The answers from the participants were transcribed. Afterwards, each
transcribed answer was calculated into percentage. To calculate the percentage of
each response, the writer employed the formula as follows.

Note:

�̄ =

�
� 100%
�

�̄ = percentage result

n = the total number of the participants who chose the intended item
N = the total number of the participants

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In this study, the writer employed the Educational Research and
Development Method. This method is used to answer the problem of this research
and to design the materials. The writer used this method because the writer
wanted to analyze the students’ problems in mastering the vocabulary and to
design an English vocabulary lesson using pictures. According to Borg and Gall
(2007):
Research and Development is an industry-based development model in
which the findings of research are used to design new products and
procedures, which then are systematically field-tested, evaluated, and
refined until they meet specified criteria of effectiveness, quality, or
similar standards. (p. 589)
The writer conducted some procedures in order to attain the objectives of
this study. The writer used Dick and Carey’s (2005) models of instruction and
Kemp’s (1977) models of instruction theory as the basic theories to design the
materials. Those are containing some steps that had to be followed by the writer.
Those steps would be elaborated further below.
1.

Identify instructional goals
The first step that the writer had to do was identifying the goals. It was

about what the writer wanted the students to be able to do after they had
completed the writer’s instruction. The goals of the designed materials were from
the competence standard and the basic competence.
2.

Analyze learners and context
In this step, the writer had to analyze the learners’ characteristics and

learners’ needs. The writer should know how the third graders of Kanisius II

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Elementary School. The writer had to analyze the learning condition and learning
styles of the students to make the suitable materials for the students.
3.

Write performance objectives
The third step that the writer conducted was writing performance

objectives. In this step the writer decided the goals. The materials were
determined based on the standard competences and the basic competences. The
students were expected to be able to achieve these goals after they had completed
the instruction.
4.

Develop instructional strategy
In this step the writer had to identify the strategy that would be used in

teaching learning processes. The writer had to make the lists of activities in each
meeting which were put in lesson plan. The purpose was to achieve the terminal
objective.
5.

Develop and select instructional materials
The next step was developing instructional materials. The writer used the

instructional strategy in order to develop the instructional materials. In this step
the writer designed the vocabulary materials using pictures. The materials were
made based on the determined objectives. It included the instructor’s guides and
students’ modules.

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CHAPTER II
DISCUSSION

This chapter presents two major areas, namely the elaboration of the
related literature used in the research and the findings as well as the interpretation
of the findings. The literature used in the research discusses the instructional
materials design used, vocabulary, and pictures. The next part would discuss the
findings of the study.

A. Review of Related Literature
In this research the writer used several basic theories to design the
materials. There are a lot of numbers of instructional design models. The writer
used some models of instructional design as the theories, namely Dick and
Carey’s (2005) models of instruction and Kemp’s (1977) model of instruction,
vocabulary, and pictures. The writer used Dick and Carey’s (2005) models of
instruction and Kemp’s (1977) models of instruction as the basic theories to
design the materials which contained some steps that had to be followed by the
writer.
The writer combined them into a new model which was used to construct
an instructional design. There were five steps that the writer chose. They had been
elaborated more in the methodology in the first chapter. By following those steps,
the writer would finally come to the developing and selecting the materials. The
writer designed the materials using pictures to teach vocabulary to the third
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graders of Elementary School. The writer took some examples of pictures in
designing the materials. The writer made the vocabulary materials as the main
materials to teach. Therefore, the writer would need the theories about vocabulary
and pictures. All of those theories will be elaborated further below.
1.

Dick and Carey’s Model instruction
According to Dick and Carey (2005), “instruction process itself can be

viewed as a system” (p.2). A system is technically a set of interrelated part, all of
which work together toward a defined goal. The system consists of the learners,
the instructor, the instructional material, and the learning environment. As an
instructional material designer, the writer is expected to be able to design the
materials. Dick and Carey’s (2005) model of instructional design consists of
complete steps. Dick and Carey’s (2005) instructional design model describes ten
steps of instruction. It is started by identifying the instructional goals and
concluded by designing and conducting the summative evaluation, as seen in
Figure 2.1.

Figure 2.1 Dick and Carey System Approach Model for Designing Instruction

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The procedure of figure 2.1 will be elaborated below.
a.

Identify instructional goals
The first step is determining the goal. The instructional goals deal with the

type of intended outcomes expected from the students whenever they have
completed the instructions. This can be obtained from the list of goals,
performance analysis, needs assessment, and other requirements. The designer can
make more than one goal of instruction.
b.

Conduct instructional analysis
After determining the goal, the next step is analyzing the instructional goal.

It is needed to determine what the students do when they perform the established
goal, including the determination of the skills, knowledges, and attitudes those
were required for the learners to be able to begin the instruction.
c.

Analyze learners and contexts
Besides analyzing the instructional goal, the instructional designer should

analyze the students and the contexts. Collecting the information about the
students, the context in which they learn the skills, and the context in which they
will employ them is important in designing the instruction.
d.

Write performance objectives
The fourth step is writing performance objectives. This is the step to write

the statements of goals. It can be written based on the instructional analysis and
the statements of entry behaviours. The instructional designer should write more
specific statements about the skills to be learned, the condition, and also the
criteria for a successful performance.

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e.

Develop assessment instruments
The next is developing assessment instruments. This assessment

instruments are developed based on the established objectives. This assessment
should be appropriate to measure the learners’ ability to perform what had been
written in the objectives. This will emphasize more on the skills described in the
objectives.
f.

Develop instructional strategy
This step is to identify the strategy in the instruction. This instructional

strategy is developed based on the previous five steps. This will involve the
several components of students learning including the pre-instructional activities,
presentation of contents, learner participations, and assessments.
g.

Develop and select instructional materials
In this step, the instructional designer should develop and select the

instructional materials. This instruction is developed based on the instructional
strategy. It includes the instructor’s guides, students’ modules, overhead
transparency, video-tape, computer based multimedia formats, and web-page for
distance learning.
h.

Design and conduct formative evaluation of instruction
This step is to design the formative evaluation. The data are employed to

identify whether there is any improvement of the instruction or not. There are
three types of formative evaluations that the instructional designer could employ,
namely one-to-one evaluation, small group evaluation, and field-trial evaluation.

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Each type of evaluation provides the designer with a different type of information
that can be used to improve the instruction.
i.

Revise instruction
The next step is to revise the instruction. The data from the formative

evaluations will be employed to re-examine the validity of the instructional
analysis. All of the data are reviewed. The designer will revise the instruction
based on the results of the formative evaluations.
j.

Design and conduct summative evaluation
As the final step, the designer has to design and conduct the summative

evaluation to assess the students’ ability. It is not a part of the design process, but
as a final evaluation for the instructional design. This involves the instructional
designer as an independent evaluator.
2.

Kemp’s Model Instruction
Kemp (1977) states that the instructional design plan is designed to

answers these three questions: what must be learned? (objectives), what
procedures and resources will work best to reach the desired learning levels?
(activities and resources), and the last is how we will know when the required
learning has taken place? (evaluation). Kemp’s (1977) model of instruction is
more flexible. There are only eight steps in Kemp’s model instructional.
The components of Kemps’ (1977) model of instruction can be described below.
a.

Consider goals, list topics, state the general purposes
The first step is deciding the goals and lists of topics then stating the

general purposes for teaching each topic. The goals can be derived from the

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society, students and subject area. “Statements of goals should recognize changes
in learners’ needs and interests, as well as changes in the needs of society and its
institutions” (p.14). After recognizing the goals, the designer has to list the major
topics. The topics should be defined within the content area as the scope of the
course. At this point it becomes necessary to decide how many topics should be
treated and to what depth.
The general purposes of the goals are accepted as starting points for the
planning. Some expressions can be used to state the general purposes. They are
used to signifying broadly what the teacher wants to accomplish in the topic.
b.

Enumerate the important characteristics of the learners
The second step is identifying the learners’ characteristics. It is really

important because by identifying the learners’ characteristics, the writer may
obtain some information about the students’ capabilities, needs and interests.
These can help the teacher to decide what kind of teaching strategies will be used.
c.

Specify the learning objectives
Kemp (1977) proposed one question dealing with the learning objectives,

which is “what should students know or be able to do, or in what ways should
they behave differently, after studying this topic?” (p.23). The objectives can be
categorized as cognitive, psychomotoric and affective. In writing the objectives,
there will be some difficulties. Therefore, there has to be a procedure to follow.
Starting with defining an action verb, the content reference that desribes the
subject being treated, the performance standards, and finally it is followed by
criteria or conditions under which the learning must take place (p.29).

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d.

Subject Content
Next, the writer determines the list of subject content in order to clarify the

learning objectives, including some important things that must be taught. This part
starts with a question, “what subject content should be treated?” or “what subject
content based on the topics that have been decided?” and followed by making the
task to analyze the students’ mastery of the materials.
e.

Pre-assessment
It is important to check the students’ existing knowledge. There are two

kinds of pre-assessments, namely prerequisites testing and pretesting. “A
prerequisite test determines whether students have the appropriate private
background preparation for the topic” (p.15). Meanwhile, a pretesting test is used
to determine which of the objectives students may already have achieved (p.51).
f.

Teaching learning activities and resources
In the sixth step, the writer selects the learning or teaching activities and

instructional resources that will treat the subject content. The students will
accomplish the objectives. In this stage, the instructional designer must determine
the most efficient and effective method and then select the materials to provide
learning experiences that will utilize the content associated with each objective.
g.

Supporting services
The supporting services are budget, personnel, facilities, equipment and

schedules to carry out the instructional plan. The supporting services must be
considered at the same time as the making of instructional plans and the selecting
of the materials. A consideration must be given to coordinate the planned program

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with other operational aspects of the institution (student schedules, guidance
services, and so forth).
h.

Evaluation
This is the payoff step in this instructional design. The designer is ready to

measure the learning outcomes related to the objectives. Thus, the feedback from
this evaluation can be used to revise or develop the learning design further.

Figure 2.2. Kemp’s Instructional Design Model (Kemp, 1977:9)

3.

Vocabulary
Before designing the vocabulary materials, the writer should know what

vocabulary is about. According to Kreidler (1963, p.21), vocabulary is a stock of

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words in a language that can facilitate and support the learner in order to reach the
language skills. Moreover, it also refers to the words that make up a language.
This statement is supported by Burton (1982, p.99), who says that the students
should be supplied with enough vocabulary in order to make them able to learn
the four language skills, they are: listening, speaking, reading and writing.
Krashen in the Natural Approach: “Language Acquisition in the
Classroom” also emphasizes that vocabulary is basic to communicate and also
very important for the acquisition process. Therefore, learning a language,
including English cannot be separated from its vocabulary. The definition reveals
vocabulary as a stock of words in a language that can support the learners to learn
other language elements and language skills to be proficient in a foreign language
conversation. It is important to introduce some English words first to the young
learners as a basic step to learn English vocabulary in order to understand the
utterances further.
Furthermore, the theories of vocabulary are divided into three parts. They
are the importance of vocabulary, vocabulary selection and followed by the
discussion on the principle of teaching and learning vocabulary.
a.

The Importance of Vocabulary
Vocabulary is one of the important elements which can support the

learners to learn other language skills. This is clarified by Burton (1982, p.98),
who says that vocabulary really supports learners to learn the language skills of
the target language. Moreover, he explains that a large vocabulary helps the

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learners to express their ideas precisely, vividly, and without repeating themselves
in composition.
Another importance of vocabulary is also explained by Spender (1980,
p.163). He says that in order to live in the world, we must name an object, an
event, and a feeling. Names are essential for construction of reality for without a
name, it is difficult to accept the existence of an object, an event, and a feeling.
Naming is the means whereby we attempt to order and structure the chaos and
flux of existence which would otherwise be an undifferentiated.
From the explanation above, we know that by having a stock of words, the
learners will be able to comprehend the reading materials. It is because to read
more complicated and varied sources of information, one needs to master the
vocabulary. They will also be able to speak fluently and write some kinds of
writing easily. Meanwhile, the lack of mastering the vocabulary of a language can
cause a misunderstanding and inability to express some ideas or ask for
information.
Considering these facts, it is better to introduce English to the students
since in Elementary School because they will master English when they graduate.
If those students are able to memorize and recognize so many meanings of a
language vocabulary, they will not find any difficulty in learning the language
skills. Therefore, the schools have the task to teach vocabulary as suggested by
Carol and McKeown (1987, p.1). Although a considerable amount of vocabulary
learning is associated with primary language learning in the early years the
acquisition of most of the vocabulary characteristic of educated adults accurs

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during the years of schooling. In fact, the primary task of the school, as far as
language learning is concerned, is to teach vocabulary.
b.

Vocabulary Selection
The teacher as the planner needs to consider many things before teaching

English vocabulary. One of the most important things is to select words s/he is
going to teach. It is because the vocabulary deal with words which have numerous
units to choose from. Besides, it is difficult because there are differences in
linguistic analysis on which they were based, as stated by MacKey (1965, p.195).
- Some have considered any two forms as two different words. For example:
“mouse” and “mice” are counted as two words by some and as a single word
by others.
- There is the difference in meaning necessary to make some from a different
word. For example: is the “claim” stated by a prospector and the “claim” made
by his lawyer the same word or two different words?
- Classified whether the structural word to be counted as vocabulary or as
structure? If they are counted separately, how about words like “have” and
“get”, which can be classed as both structural and content words?
- If words are listed under separate part of speech, how about those words like
“round” which can function as any part of speech?
Considering these, the teacher is expected to consider the difficulty of the words
and try to select and classify the words. Since the designed materials are
vocabulary materials, the writer needs to know the theories of teaching and
learning vocabulary. It will be explained below.

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c.

The Principles of Teaching and Learning Vocabulary
In the early study, it has been mentioned that learning vocabulary is

important because it uses a symbol of ideas to express ideas in communication.
Because teaching vocabulary in early stage or in the primary school is very
essential, teacher should give certain attention to teaching vocabulary. Teachers
decide the area of words that the teachers must give attention to develop the
vocabularies of each child by planning instruction carefully.
Wallace (1982), states that teaching vocabulary has the following aspects
(p.207). First, the aim means that the teacher has to be clear about her/his aims
such as how many words listed the students should achieve and what kind of
words they are. Second, the quantity means the action of deciding on the amount
of the vocabulary to be learnt might be started by asking a question like how
many new words in a lesson that can be learnt by the learners. Third, the need
means that the teacher has the responsibility to choose the vocabulary to be taught
to the students. The vocabulary chosen should be relevant with the students’ needs
and interests. Next is Frequent Exposure and Repetition. It is needed to ensure
whether the students have learnt the target words or not. Since the learners are
exposed to a large number of words. The words which the learners needs to
remember should crop at regular interval in later lessons. Then meaningful
presentation, in this explanation the learners must have a clear and specific
understanding on what the words denote or refer to, so the appropriate choice of
word is needed. In teaching vocabulary, the teacher should present the target
words in such as way that their meanings of the teaching words are perfectly clear

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and unambiguous. The next is about presentation in context. The words should be
presented in context. The word must appear in its natural environment as it was
and among the word it normally collocates with.
The seventh is learning vocabulary in the mother tongue and in the target
language. It explain that the ability of the learners’ second language might acquire
well to the first language. The last is inference procedure in Vocabulary Learning.
The meaning of words can be found by guessing. We guess the meaning of words
by hearing them used in a certain situation, or by reading them in a certain context
and guessing their meaning from the context.
4.

Pictures
There are many kinds of pictures that have been successfully used to show

the meaning of words. The pictures are particularly effective to show the meaning
stimulus. Pictures can be used to illustrate the meaning of the words. Later, the
learners can recognize and identify the things easily since they have seen them in
the pictures.
According to Kreidler (1963, p.1), pictures as one of the visual media can
help them understand what the teacher says because pictures are one recognized
way of representing the real situation. Pictures can help the students associate
what they hear with their real-life experience. According to Wright (1990),
pictures not only bring images of reality, but can also function as a fun element in
the class.
Kreidler (1963, p.25), states that Visual aid can be useful to the language
teacher by helping him create the situations outside the classroom, the students to

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unfamiliar cultural aspects, give the reality to what might be misunderstood
verbally by the students, change the situations quickly and easily in a drill, and
provide decoration for the classroom. The aim of an audio-visual teaching is also
to bring as many pupils as possible to the stage where they can read the literature;
it simply makes use of a different approach (Jerman, 1965, p.25).
Pictures as the learning media, are not a new thing in the teaching-learning
world. Many theorists stated that they use pictures as the learning media.
However, there are so many theories which are not directly stated that they use
pictures. The German scholar Franke (1884) stated that a language could be best
taught by using it actively in the classroom. In a classroom teaching, a teacher
must encourage the direct and spontaneous use of the foreign language in the
classroom. The known words could be used to teach new vocabulary by using
mime, demonstration, and pictures.
The total physical response developed by James Asher also uses pictures.
In his method, he uses pictures as the media to conduct a classroom activity in
learning language. According to Richards and Rodgers (1986, p.95), the teacher
may use common classroom objects, such as books, pens, cups, and furniture. As
the course develops, the teacher will need to make or collect supporting materials
to support the teaching points. These may include pictures, realia, slides, and
situations, such as home, the supermarket, and the beach. The students may use
the kits to construct scenes.
Pictures also play their role in communicative language teaching (CLT).
Richards and Rodgers (2001) many proponents of Communicative Language

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Teaching have advocated the use of “authentic,” “from-life” materials in the
classroom. These might include the language-based realia, such as signs,
magazines, advertisement, and newspapers, or graphic and visual sources around
which the communicative activities can be built, such as maps, pictures, symbols,
graphs, and charts.

B.

Findings
In this part, the writer would explain what the writer had obtained and done

during this research. This part would be divided into two sections. The first
section is the vocabulary instructional materials using pictures for the third
graders of Kanisius Wonosari II Elementary School. The second section is the
designed materials.
1.

The Designed Vocabulary Instructional Materials Using Pictures for the
Third Graders of Kanisius II Wonosari Elementary School
This section consists of four parts. They are the goal of the designed

materials, the learners’ characteristics, the learning objectives of the designed
materials, and develop instructional strategies.
a.

The goal of the designed materials
In this research, the writer selected the topic based on the standard

competences of English for the third graders of Elementary school in the first
semester. In this study, the writer chose one topic for listening, speaking, reading,
and writing that was “Occupations”. The writer chose this topic because the writer
wanted to design the vocabulary materials using pictures. The competency

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standard and the basic competence of language skills for the third graders were
shown in Table 2. 1 as follows.
Table 2.1 The Competency Standard and Basic Competences for the Third Graders

Competency Standard

Basic Competence

1.

Understanding very simple
instructions with actions in the
context of the class.

1.1 Responding the appropriate
instruction of actions are acceptable
in the context of the class.

2.

Expressing very simple instructions
and informati