A set of supplementary vocabulary exercises to support reading comprehension for the seventh grade students of SMP N 3 Wonosari.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Wikandari, Dyah Ayu. (2013). A Set of Supplementary Vocabulary Exercises to
Support Reading Comprehension for the Seventh Grade Students of SMP N 3
Wonosari. Yogyakarta: English Language Education Study Program, Faculty of
Teachers Training and Education, Sanata Dharma University.
Vocabulary mastery is a vital part of communication. Knowledge of many
words will make the learners better in writing, speaking, listening, and reading.
Reading is one of the language skills which should be acquired in the language
learning process. In this case, vocabulary knowledge is needed in reading because
it is the basic element for comprehension. However, vocabulary is not the main
focus of the language skills which are taught in school. From the data gathered,
there was no specific vocabulary teaching learning session in SMP N 3 Wonosari.
Therefore, this study is intended to design a set of supplementary vocabulary
exercises to support reading comprehension for seventh grade students of SMP N
3 Wonosari.
This study was aimed to answer two research questions: (1) How is the set
of supplementary vocabulary exercises to support reading comprehension for the
seventh grade students of SMP N 3 Wonosari designed? (2) What does the set of
supplementary vocabulary exercises to support reading comprehension for the
seventh grade students of SMP N 3 Wonosari look like?
To answer the first question, the writer employed R&D cycle by Borg and
Gall (1983) as the umbrella of the writer’s instructional design model. The
writer’s instructional design model was adapted from Kemp’s and Yalden’s. It
consisted seven steps. The steps were: (1) Conducting Needs Survey, (2) Stating
Goals, Topics, and General Purposes, (3) Specifying Learning Objectives, (4)
Listing Subject Content, (5) Selecting Teaching Learning Activities, (6)
Conducting Evaluation Survey, (7) Revision. Based on the materials evaluation, it
was found that the mean from each statement ranged from 3.3 to 4 on the scale of
4. It means that the designed materials are suitable and acceptable.
To answer the second question, the writer presented the set of
supplementary vocabulary exercises to support reading comprehension for
seventh grade students of SMP N 3 Wonosari. The supplementary vocabulary
exercises consisted of four units. Each unit is divided into three sections, namely,
Let’s Get Ready!. Let’s Get Closer!, and Let’s Do It!.
Keywords: design, vocabulary, reading comprehension
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Wikandari, Dyah Ayu. (2013). A Set of Supplementary Vocabulary Exercises to
Support Reading Comprehension for the Seventh Grade Students of SMP N 3
Wonosari.Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Fakultas
Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Penguasaan kosakata merupakan bagian yang penting dalam komunikasi.
Pengetahuan akan kosakata yang bagus akan membuat pelajar menjadi lebih baik
dalam menulis, berbicara, mendengarkan, dan membaca. Membaca adalah salah
satu ketrampilan yang harus dicapai dalam proses belajar bahasa. Dalam hal ini,
pengetahuan kosakata diperlukan dalam membaca karena kosakata merupakan
unsur yang paling mendasar untuk pemahaman bacaan. Akan tetapi, kosakata
bukan merupakan focus utama dari ketramplan bahasa yang diajarkan di sekolah.
Dari data yang diperoleh, tidak ada waktu khusus untuk belajar-mengajar kosakata
di SMP N 3 Wonosari. Oleh karena itu, penelitian ini bertujuan untuk merancang
satu set latihan kosakata tambahan untuk mendukung pemahaman membaca bagi
siswa kelas tujuh SMP N 3 Wonosari.
Penelitian ini bertujuan untuk menjawab dua pertanyaan penelitian, yaitu:
(1) Bagaimana satu set latihan kosakata tambahan untuk mendukung pemahaman
membaca bagi siswa kelas tujuh SMP N 3 Wonosari dirancang? (2) seperti apakah
satu set latihan kosakata tambahan untuk mendukung pemahaman membaca bagi
siswa kelas tujuh SMP N 3 Wonosari tersebut?
Untuk menjawab pertanyaan pertama, penulis menggunakan lima langkah
metodologi penelitian dari Borg dan Gall (1983) sebagai payung dari model
rancangan pembelajaran penulis. Model rancangan pembelajaran penulis
diadaptasi dari rancangan pembelajaran Kemp dan Yalden. Model rancangan
pembelajaran penulis terdiri dari tujuh langkah, yaitu: (1) melakukan survey
kebutuhan, (2) merumuskan tujuan, topic, dan tujuan umun, (3) menetukan tujuan
pembelajaran, (4) menentukan kegiatan pembelajaran (5) memilih kegiatan belajar
dan mengajar, (6) melakukan survey evaluasi (7) melakukan revisi. Berdasarkan
hasil evaluasi, ditemukan bahwa nilai rata-rata dari setiap pernyataan berkisar
antara 3,3 sampai 4 dari skala 4. Hal ini menunjukkan bahwa rancangan materi
tersebut sesuai dan dapat diterima
Untuk menjawab pertanyaan kedua, penulis menyajikan satu set latihan
kosakata tambahan untuk mendukung pemahaman membaca bagi siswa kelas
tujuh SMP N 3 Wonosari. Latihan kosakata tambahan ini terdiri dari empat unit.
Setiap unit dibagi menjadi tiga bagian, yaitu Let’s Get Ready!. Let’s Get Closer!,
dan Let’s Do It!.
Kata Kunci: design, vocabulary, reading comprehension
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A SET OF SUPPLEMENTARY VOCABULARY EXERCISES
TO SUPPORT READING COMPREHENSION FOR THE
SEVENTH GRADE STUDENTS OF SMP N 3 WONOSARI
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Dyah Ayu Wikandari
Student Number: 061214134
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A SET OF SUPPLEMENTARY VOCABULARY EXERCISES
TO SUPPORT READING COMPREHENSION FOR THE
SEVENTH GRADE STUDENTS OF SMP N 3 WONOSARI
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Dyah Ayu Wikandari
Student Number: 061214134
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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, January 15th, 2013
The Writer
Dyah Ayu Wikandari
061214134
iv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
Nomor Mahasiswa
: Dyah Ayu Wikandari
: 061214134
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
A SET OF SUPPLEMENTARY VOCABULARY EXERCISES
TO SUPPORT READING COMPREHENSION FOR THE SEVENTH
GRADE STUDENTS OF SMP N 3 WONOSARI
Beserta perangkat yang diperlukan (bila ada). 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 royalty kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 04 Januari 2012
Yang menyatakan
(Dyah Ayu Wikandari)
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Wikandari, Dyah Ayu. (2013). A Set of Supplementary Vocabulary Exercises to
Support Reading Comprehension for the Seventh Grade Students of SMP N 3
Wonosari. Yogyakarta: English Language Education Study Program, Faculty of
Teachers Training and Education, Sanata Dharma University.
Vocabulary mastery is a vital part of communication. Knowledge of many
words will make the learners better in writing, speaking, listening, and reading.
Reading is one of the language skills which should be acquired in the language
learning process. In this case, vocabulary knowledge is needed in reading because
it is the basic element for comprehension. However, vocabulary is not the main
focus of the language skills which are taught in school. From the data gathered,
there was no specific vocabulary teaching learning session in SMP N 3 Wonosari.
Therefore, this study is intended to design a set of supplementary vocabulary
exercises to support reading comprehension for seventh grade students of SMP N
3 Wonosari.
This study was aimed to answer two research questions: (1) How is the set
of supplementary vocabulary exercises to support reading comprehension for the
seventh grade students of SMP N 3 Wonosari designed? (2) What does the set of
supplementary vocabulary exercises to support reading comprehension for the
seventh grade students of SMP N 3 Wonosari look like?
To answer the first question, the writer employed R&D cycle by Borg and
Gall (1983) as the umbrella of the writer’s instructional design model. The
writer’s instructional design model was adapted from Kemp’s and Yalden’s. It
consisted seven steps. The steps were: (1) Conducting Needs Survey, (2) Stating
Goals, Topics, and General Purposes, (3) Specifying Learning Objectives, (4)
Listing Subject Content, (5) Selecting Teaching Learning Activities, (6)
Conducting Evaluation Survey, (7) Revision. Based on the materials evaluation, it
was found that the mean from each statement ranged from 3.3 to 4 on the scale of
4. It means that the designed materials are suitable and acceptable.
To answer the second question, the writer presented the set of
supplementary vocabulary exercises to support reading comprehension for
seventh grade students of SMP N 3 Wonosari. The supplementary vocabulary
exercises consisted of four units. Each unit is divided into three sections, namely,
Let’s Get Ready!. Let’s Get Closer!, and Let’s Do It!.
Keywords: design, vocabulary, reading comprehension
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Wikandari, Dyah Ayu. (2013). A Set of Supplementary Vocabulary Exercises to
Support Reading Comprehension for the Seventh Grade Students of SMP N 3
Wonosari.Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Fakultas
Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Penguasaan kosakata merupakan bagian yang penting dalam komunikasi.
Pengetahuan akan kosakata yang bagus akan membuat pelajar menjadi lebih baik
dalam menulis, berbicara, mendengarkan, dan membaca. Membaca adalah salah
satu ketrampilan yang harus dicapai dalam proses belajar bahasa. Dalam hal ini,
pengetahuan kosakata diperlukan dalam membaca karena kosakata merupakan
unsur yang paling mendasar untuk pemahaman bacaan. Akan tetapi, kosakata
bukan merupakan focus utama dari ketramplan bahasa yang diajarkan di sekolah.
Dari data yang diperoleh, tidak ada waktu khusus untuk belajar-mengajar kosakata
di SMP N 3 Wonosari. Oleh karena itu, penelitian ini bertujuan untuk merancang
satu set latihan kosakata tambahan untuk mendukung pemahaman membaca bagi
siswa kelas tujuh SMP N 3 Wonosari.
Penelitian ini bertujuan untuk menjawab dua pertanyaan penelitian, yaitu:
(1) Bagaimana satu set latihan kosakata tambahan untuk mendukung pemahaman
membaca bagi siswa kelas tujuh SMP N 3 Wonosari dirancang? (2) seperti apakah
satu set latihan kosakata tambahan untuk mendukung pemahaman membaca bagi
siswa kelas tujuh SMP N 3 Wonosari tersebut?
Untuk menjawab pertanyaan pertama, penulis menggunakan lima langkah
metodologi penelitian dari Borg dan Gall (1983) sebagai payung dari model
rancangan pembelajaran penulis. Model rancangan pembelajaran penulis
diadaptasi dari rancangan pembelajaran Kemp dan Yalden. Model rancangan
pembelajaran penulis terdiri dari tujuh langkah, yaitu: (1) melakukan survey
kebutuhan, (2) merumuskan tujuan, topic, dan tujuan umun, (3) menetukan tujuan
pembelajaran, (4) menentukan kegiatan pembelajaran (5) memilih kegiatan belajar
dan mengajar, (6) melakukan survey evaluasi (7) melakukan revisi. Berdasarkan
hasil evaluasi, ditemukan bahwa nilai rata-rata dari setiap pernyataan berkisar
antara 3,3 sampai 4 dari skala 4. Hal ini menunjukkan bahwa rancangan materi
tersebut sesuai dan dapat diterima
Untuk menjawab pertanyaan kedua, penulis menyajikan satu set latihan
kosakata tambahan untuk mendukung pemahaman membaca bagi siswa kelas
tujuh SMP N 3 Wonosari. Latihan kosakata tambahan ini terdiri dari empat unit.
Setiap unit dibagi menjadi tiga bagian, yaitu Let’s Get Ready!. Let’s Get Closer!,
dan Let’s Do It!.
Kata Kunci: design, vocabulary, reading comprehension
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
I would like to give my greatest gratitude to my Lord, Jesus Christ, for His
endless love, wonderful blessing, and marvelous grace in my life. I realized
without His guidance, I could not face the hard times in finishing my thesis.
I would like to express my special gratitude to my sponsor, Drs. Y.B.
Gunawan, M.A., for his guidance, suggestion, correction, and support in finishing
my thesis. I also thank all of English Language Education Study Program
instructors and staff, who have helped me during the completion of my thesis.
My gratitude also goes to the Principal of SMP N 3 Wonosari for allowing
me to conduct my research in the school. I also thank Cahyo Rokhman Effendi,
S.Pd., Wahyu Wardani, S.Pd., and Adesti Komala Sari, S.Pd., M.A for their
kindness and willingness to evaluate my designed materials.
I would like to express my deepest gratitude to my beloved parents, Bapak
Ardi Suryanto and Ibu Pandom Triasati, also Bapak Heru Sigit Cahyanto and Ibu
Sri Budiningsih for their support, motivation, and attention in finishing my thesis.
I also thank my sisters, Mbak Putri and Dik Herning for their love, care, prayer,
and support in completing my thesis.
I thank all of PBI 2006 friends, Tita, Adit, Agnes, Desy, Ceye, Guntur,
Aik, Ichaq and all ex-PROCESS 2006 for the wonderful friendship during my
study in PBI. I have learned many things from them. I also thank my friends in my
boarding house, Grace, Luke, and Rahma for the love, laughter, support and
strength.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
I would also thank to Saverius Triosetyawan, who always accompanies me
in my up-and-down moments in my life. I thank him for his love, patience, care,
prayer, and support during the hard moments in finishing my thesis.
Last but not least, I would like to express my deepest gratitude to all
people whose name cannot be mentioned one by one, for their help and support in
writing this thesis. May God bless them all.
Dyah Ayu Wikandari
ix
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE ……………………………………………………........
i
APPROVAL PAGES ……………………………………………........
ii
STATEMENT OF WORK’S ORIGINALITY ………………….........
iv
PERNYATAAN PERSETUJUAN PUBLIKASI ……………………….
v
ABSTRACT
…… ……………………… …………………… ………
vi
………… ……………………… …………………… ……
vii
ACKNOWLEDGEMENTS ……………………………………………
viii
TABLE OF CONTENTS ……………………………………………..
x
LIST OF TABLES …………………………………………………….
xii
LIST OF FIGURES ……………………………………………………
xiii
LIST OF APPENDICES ……………………………………………..
xiv
ABSTRAK
CHAPTER I. INTRODUCTION
A.
Research Background ……….………………………….
1
B.
Research Problems …………….……………………….
4
C.
Problem Limitation …………….……………………….
4
D.
Research Objectives…………….………………………
4
E.
Research Benefits……………………………………….
5
F.
Definition of Terms …………….…………………….
6
CHAPTER II. REVIEW OF RELATED LITERATURE
A.
Theoretical Description…………………………………
8
1. Instructional Design Models …………..……………….
8
a. Kemp’s Model ……………………….………….
8
b.Yalden’s Model ………………………………….
12
2. Vocabulary ………………..……………………………
14
3. Teaching Vocabulary …..……………………………….
16
a. Principles in Teaching Vocabulary ………………
16
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
B.
b.Techniques in Teaching Vocabulary ………….…
18
c. Possible Tasks in Teaching Vocabulary …………
19
Theoretical Framework……….………………...………
20
CHAPTER III. METHODOLOGY
A.
Research Method ……….…………………………….
23
B.
Research Participants
……….………………………..
28
C.
Research Instruments
………..……………………..
29
D.
Data Gathering Technique
…………………………
31
E.
Data Analysis Technique………………………….........
32
F.
Research Procedure ……………………………………
33
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. Elaboration of the Steps in Designing Supplementary
Vocabulary Exercises…………………………………...…..
35
1. Conducting Needs Survey………………………………
35
2. Stating Goals, Topics and General Purposes ………….
39
3. Specifying Learning Objectives ……….……………….
40
4. Listing Subject Content ……………………...………...
41
5. Selecting Teaching Learning Activity…………………..
42
6. Conducting Evaluation Survey ………………………....
43
7. Revision …………………………………...……………
47
B. Presentation: Brief Description of the Supplementary
Vocabulary Exercises………………………..……………..
48
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A.
Conclusions
…………………… …………………
50
B.
Suggestions
…… …………………… …………….
51
REFERENCES ……………………………………………………….
53
APPENDICES ………………………………………………………..
55
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Table
Page
3.1 The Description of the First Group of Research and Information
Collecting Participants ……………………………..……………….. 28
3.2 The Description of the Second Group of Research and Information
Collecting Participants ……………………………..……………..… 28
3.3 The Description of the Participants Preliminary Field Testing …....... 29
4.1 The Result of Questionnaire ………………………………………… 36
4.2 The Goal and General Purposes of the Designed Material ………....
39
4.3 The Learning Objectives ……………………………………………
40
4.4 Teaching Learning Activities ……………………………………….
42
4.5 Description of the Participant on Evaluation Survey ……………….
44
4.6 The Result of Post Design Questionnaire …………………………...
45
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURES
FIGURE
Page
2.1 Kemp’s Instructional Design Model ………………………………
12
2.2 Yalden’s Instructional Model ……………………………………..
14
2.3 The Writer’s Instructional Model …………………………………
23
3.1 R & D Cycle and The Writer’s Model …………………………….
27
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Appendix
Page
Appendix 1 ………………………………………………………………. 56
Letter of Permission ……………………………………………… 57
Appendix 2 ………………………………………………………………. 58
Instruments for Needs Survey …………………………………… 59
Appendix 3……………………………………………………………….. 62
Letter of permission ……………………………………………… 63
Post Design Questionnaire ……………………………………….. 64
Appendix 4 ………………………………………………………………. 67
Syllabus …………………………………………………………... 68
Lesson Plan ………………………………………………………. 72
Teacher’s guide …………………………………………………… 80
The Designed Materials …………………………………………... 91
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CHAPTER I
INTRODUCTION
In this chapter, the writer discusses the introduction of this study. This
chapter is divided into six sections, namely the research background, research
problems, problem limitation, research objectives, research benefits, and
definition of terms.
A. Research Background
In this globalization era, English plays an important role as means of
communication. Since it is stated as international language, it is used as a global
means of communication. Especially in Indonesia, English as a Foreign Language
plays a role in improving Indonesian people’s knowledge and information.
English becomes a medium to receive and absorb global information. Besides,
English helps Indonesian people to be able to communicate with people from
other countries.
Considering the importance of English, many schools in Indonesia expect
the students to be able to use English well. In Junior High School, English has
been taught since in the seventh grade. Based on the curriculum KTSP (Kurikulum
Tingkat Satuan Pendidikan), there are four language skills that have been taught
in Junior High School. They are speaking, listening, reading, and writing.
One of the four language skills which should be acquired in the language
learning process is reading. The main goal of reading is to comprehend the
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
meaning of a text. According to Simanjuntak (1988: 3) reading is the process of
putting the reader in contact and communication with ideas. It means that reading
places the reader in contact with the ideas, so that the ideas could be well
conveyed. In order to make the ideas well conveyed, the reader should
comprehend the text well. Furthermore, it can be said that reading is the process
of interaction between the reader and the text.
In addition, reading is important to be acquired because there are many
advantages that students can obtain. Miller (1972: 2) states that reading is a
fundamental communication skill, and, as such, needs to be a flexible and durable
tool which can serve many purposes.
It means reading is the basic
communication skill which has many purposes. It also has many advantages. It
plays a role in communication as a means of written communication in the form
of newspapers, magazines, textbooks, and others. Through reading students can
enrich their knowledge and also experience pleasure. Moreover, reading gives
students a head start to improve their language skill, since it teaches the students
proper grammar and sentence structure.
Meanwhile, according to Simanjuntak (1988: 5) the first point to be made
about the reading process is reading comprehension. Therefore, knowledge is
needed in reading comprehension because it is the basic element for
comprehension. The knowledge can be used to relate the new information from
the reading text to what we already know.
In order to be able to comprehend the reading passage, students need to
have vocabulary knowledge. Harmer (1991: 153) states that vocabulary is like
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
vital organs and flesh of language. Moreover, Langan (2010: 297) states that a
command of many words will make a person better writer, speaker, listener, and
reader. It is obvious that vocabulary plays a big role as a foundation in a language.
Particularly in reading, vocabulary is the basic component. Students cannot
understand what they read without knowing what the words mean. Vocabulary
knowledge is important for reading comprehension, because it can determine how
well students comprehend the text they read.
Considering the importance of vocabulary in reading comprehension, this
study is aimed to facilitate the students to learn vocabulary to support their
reading comprehension. To make this study more specific, the materials are
designed as supplementary materials for reading lesson for seventh grade students
of SMP N 3 Wonosari. The writer focuses on the seventh grade students of SMP N
3 Wonosari because based on the writer’s observation and the information
gathered the students cannot improve their vocabulary knowledge because there is
no particular time and activity to learn vocabulary, even in reading lesson. That
case happened because vocabulary is not the main focus of the language skills
which are taught in school. As a result, the students still have difficulties in
reading lessons. They cannot understand the reading passages well because they
still have difficulty in figuring out the meaning of the words.
Therefore, this study is conducted to design a set of supplementary
vocabulary exercises to support reading comprehension for seventh grade students
of SMP N 3 Wonosari. This supplementary material is supposed to help students
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
in learning vocabulary to support their reading comprehension through vocabulary
exercises.
B. Research Problems
There are two problems in this study, they are formulated as follows:
1.
How is the set of supplementary vocabulary exercises to support reading
comprehension for the seventh grade students of SMP N 3 Wonosari
designed?
2.
What does the set of supplementary vocabulary exercises to support reading
comprehension for the seventh grade students of SMP N 3 Wonosari look
like?
C.
Problem Limitation
In this study, the writer focuses on designing the set of supplementary
vocabulary exercises which is used for supporting reading comprehension. The set
of supplementary vocabulary materials is designed for the seventh grade students
of SMP N 3 Wonosari. It consists four topics which are arranged based on the
needs survey and referred to the curriculum, Kurikulum Tingkat Satuan
Pendidikan (KTSP).
D.
Research Objectives
This study is intended to answer questions stated in the research problems.
The objectives of this study are presented as follows:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
1.
To design a set of supplementary vocabulary exercises to support reading
comprehension for the seventh grade students of SMP N 3Wonosari.
2.
To present a set of supplementary vocabulary exercises to support reading
comprehension for the seventh grade students of SMP N 3Wonosari.
E.
Research Benefits
This study brings benefits for the people who are mentioned below:
1.
The Students
The designed materials are intended to give an alternative source to learn
vocabulary to support students’ reading comprehension. Besides, it is expected
that the supplementary materials are able to attract students’ interest in learning
vocabulary since the designed materials provide various types of learning
vocabulary.
2.
The English Teachers
The designed materials are proposed to help the English teachers in teaching
vocabulary with different techniques. Besides, it is expected that the designed
materials are able to inspire the teachers to develop material designed creatively.
3.
Other English Language Researchers
This study is expected to motivate and inspire the other researchers to
conduct research related to teaching and learning vocabulary. Therefore, it can
provide them a description about designing a set of supplementary vocabulary
exercises to support reading comprehension for the seventh grade students.
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6
F.
Definition of Terms
To make this study clearer, the writer would like to define some terms
which are related to this study.
1.
Vocabulary
Vocabulary knowledge involves knowing the meanings of words.
Moreover, vocabulary is important for the language itself. Harmer (1991: 153)
states that “if language structures make up the skeleton of language, then it is
vocabulary that provides the vital organs and flesh”. In this study, vocabulary
refers to all the words in English which are used to communicate in spoken and
written form. In addition, vocabulary is an important element to support the
process of learning English in reading, writing, listening, and speaking.
2.
Supplementary Materials
Supplementary materials can be defined as “extra worksheets, games, books
etc that a teacher uses for teaching materials in addition to a core text”
(http://www.tefl.net/ref/glossary.htm). In this study, supplementary materials refer
to the extra material which is used to add and support the main material.
3.
Reading Comprehension
According to Simanjuntak (1988: 3), reading is a process of putting readers
in contact and communication with ideas. The importance of reading is that,
“reading serves the wider role of extending our general knowledge of the world”
(Wallace, 1992: 7). In this study, reading comprehension means students’ ability
to comprehend reading passages.
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4.
SMP N 3 Wonosari
SMP stands for Sekolah Menengah Pertama (Junior High School).
Kementrian Pendidikan Nasional states that SMP is the basic education in
Indonesia’s formal education after the students graduate from the elementary
school. SMP N 3 Wonosari is located in Jl. Baron Km.6 Wonosari, Gunung Kidul,
Yogyakarta. The seventh grade students are those who are in the first year.
Generally, they are about 13-14 years old.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents a discussion on related literature. This chapter is divided
into two parts. The first is theoretical description. It consists of theories and definition
of related terms. The second part is theoretical framework. It contains a theoretical
frame used to answer the research questions.
A. Theoretical Description
This part consists of two major points to be discussed. They are instructional
material design models and teaching learning vocabulary.
1. Instructional Design Models
There are many instructional design models. The important things of each
models is there are analyzing, developing, designing, implementing and evaluating
almost in every models. In this study, there are two models to be discussed. They are
Kemp’s and Yalden’s instructional design model. Those instructional design models
are discussed as follows:
a.
Kemp’s Model
Kemp (1977) states that there are three questions should be considered as
essential elements in making instructional design, namely “what must be learned?”
(Objectives), “what procedures and resources will work best to reach the desired
8
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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learning level” (Activities and Resources), “how do we evaluate the learning
process?”(Evaluation).
In order to answer the questions, there are eight steps that must be considered
in the design process. The steps are as follows:
1) Defining Goals, Topics, and General purposes
This step begins with the recognition of the broad goals of the school system
or institution. The identification of the goal can be derived from society, social, and
subject areas. After recognizing the goals, the designer should list the major topic
which would become the basis for the instructional design. Afterwards, general
purposes are listed in each topic.
2) Identifying Learners’ Characteristic
It is important to obtain information about learners’ capabilities, needs, and
interest, since it can affect the designer to construct the instructional material. There
are two points should be considered in identifying learners’ characteristic. They are
academic factors and social factors. Academic factors include number of students,
academic background, level of intelligence, motivation for studying, etc. Meanwhile,
social factors include age, maturity, special talents, relation among students,
socioeconomic situation etc.
3) Specifying Learning Objectives
According to Kemp learning is the outcome of instruction which requires
active effort by the learners. Thus, all objective must be stated in terms of activities
that will best promote learning. It is only by stating measurable objectives that we
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
know what it is that we want to teach and whether we have accomplished it.
However, writing objectives is a developmental activity that requires refinements,
changes, and addition as the writer develops subsequent planning steps.
4) Listing and Organizing Subject Content
Students’ learning experiences should comprise subject content. Furthermore,
the content should be related to the objectives and the student’s needs. According to
Kemp (1977: 44), subject content includes the selection and organizing of the specific
knowledge (facts and information), skills (step-by-step procedures, conditions, and
requirements), and attitudinal factors of any topics.
5) Developing Pre-Assessment
Basically, pre-assessment is used to measure the student’s competence of the
topic. There are two kind assessments, namely prerequisite testing and pretesting.
Prerequisite testing is used to determine the student’s background of the topic. While,
pretesting is used to know which of the objectives students already achieved.
6) Selecting Teaching/Learning Activities and Resources.
In order to accomplish the objectives, the designer should decide the most
efficient and effective methods. Then select materials to provide learning experiences
that will associate with each objectives. The designer should consider the appropriate
teaching method, technique, and also media to support the learning activities.
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7) Coordinating Support Service
The support services are important to implement the design plans. They
consist of funds, facilities, equipment, and personnel whose time must be scheduled
for participants in the instructional plan. Support service must be considered at the
same time instructional plans are being made and materials, being selected. In
addition, consideration must be given to coordinating the planned program with other
operational aspects of the institution.
8) Evaluation
The last step of Kemp’s instructional model is evaluation. It aims to measure
the learning outcomes related to the objectives. Besides, it can be used to measure the
instructional materials. There are two types of evaluation, namely formative and
summative evaluation. The procedure of formative is testing and revision. It takes
place during development and tryouts. It is useful for determining any weaknesses in
an instructional plan. Meanwhile, summative evaluation is concerned with evaluating
the degree of students’ final achievement of the objectives.
In order to give a clear explanation about the steps, the presentation of
Kemp’s Instructional model is presented in Figure 2.1.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Goals, topics,
and general
purposes
Learner
characteristic
Evaluation
Support
Services
Learning
objective
REVISION
Teaching/
Learning
Activities,
Resources
Subject
content
P re
Assessment
Figure 2.1 Kemp’s Instructional Design Model (1977:7)
b. Yalden’s Model
The second model that the writer used is Yalden’s model. Yalden presents the
use of communicative syllabus design. There are seven steps in of language program
development proposed by Yalden. The steps are listed as follows.
1)
Needs survey
A survey is needed to know the learners’ needs in language learning. Further,
Yalden states that conducting needs survey can obtain as much as information about
the learners (1987: 101). It includes the identification of the communication
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
requirement, personal needs, motivation, relevant characteristic, and physical
resource of the learners.
2)
Description of purpose
After finishing the needs survey, the designer should define the description of
purpose. It is intended to clarify the purpose of the language program based on needs
analysis.
3)
Selection of development syllabus type
In this step, the designer will choose or select the syllabus type to be applied
in the program. The selection of the type of syllabus should consider the learner’s
need and characters.
4)
Production of a proto syllabus
In this step, the syllabus designer specifies the content derived from the
purpose of the learners.
5)
Production of a pedagogical status
Pedagogical syllabus represents a plan to implement the content of the language
teaching. In this step, the program designer should realize the syllabus in the form of
teaching-learning material and testing approach.
6)
Development and implementation of classroom procedure
In this step, the designer organizes the learning activities and develops it into
teaching materials. There are three important point in this step, namely selection the
exercise types and teaching techniques, preparation the lesson plan, and preparation
the weekly schedule.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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7)
Evaluation
This step is done to evaluate all components in the language program. It
includes the students, the instructional program, and the teaching. It also contains
recycling step which is used to fit between the goals set and the final performances of
the learners.
The eight steps of Yalden’s model can be seen how they are related in the figure 2.2.
Need
survey
Description
of
purpose
Selection/
development
of syllabus
type
Production
of proto
syllabus
Production
of
pedagogical
status
Development
and
implementation
of classroom
procedure
Evaluation
Figure 2.2 Yalden’s Instructional Model
2. Vocabulary
In this study, vocabulary is defined as all the English words. As it is stated in
the previous section, vocabulary is the most important element of a language. It is
supported by Harmer (1991), “if language structures make up the skeleton of
language, then it is vocabulary that provides the vital organs and flesh”. Moreover,
according to Stahl & Nagy (2006), a person who knows more words has better ability
in speaking, thinking, and more precisely about the world.
According to Harmer (1991:156-158), there are four aspects in vocabulary
that students need to know. They are listed as follows.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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1) Meaning
In English vocabulary, words have more than one meaning. For example,
according to Cambridge Advanced Learner’s Dictionary, the word book refers to a set
of printed pages fastened together inside a cover. Meanwhile, there are eight more
meanings of books in the same dictionary. The word book sometimes means the kind
of thing you read from, but it can also mean a number of other things.
There are other facts about meaning too. Sometimes, words have meaning in
relation to other words. For example, we understand the meaning of a word like
‘good’ in the context of a word like ‘bad’. Words have opposites (antonyms) and they
also have similar meaning (synonyms). Therefore, students need to know about
meaning in context and they need to know about sense relations.
2) Word Use
The meaning of a word can be changed, stretched or limited by how it is used.
Therefore, students need to recognize metaphorical language use and they need to
know how words collocate. They also need to understand what stylistic and tropical
contexts words and expression occur in.
3) Word Formation
There are some important points students need to know about word formation.
Word formation includes parts of speech, prefixes and suffixes, and also spelling and
pronunciation. Word formation means knowing how words written and spoken and
knowing how they can change their form.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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4) Word Grammar
Words can change according to their grammatical meaning, so the use of
certain words can trigger the use of some grammatical patterns. Knowing word
grammar means knowing whether the words are noun, verb, adjective, or adverb.
3. Teaching Vocabulary
In teaching learning vocabulary we need to consider what kind of learning is
required. Nation (2002) states that there are two distinctions in learning a word,
receptive and productive learning. Receptive involves being able to recognize a word
and recall its meaning when it is met. Meanwhile, productive learning involves what
it is needed for receptive learning plus ability to speak or write. Furthermore, there
are three important points should be considered in teaching vocabulary. They are
principles, techniques, and tasks. They are mentioned as follows.
a.
Principles in Teaching Vocabulary
According to Nunan (2003:135), one of the difficulties in planning vocabulary
component of a course is making sure that it does not overwhelm other essential parts
of the course. Therefore, there should be some principle for teaching vocabulary. The
principles of teaching vocabulary are listed below:
1) Focus on the most useful vocabulary first.
In learning English vocabulary, there are two kinds of group of words that
learners need to know. They are low frequency words and high frequency words.
The most useful vocabulary depends on the goal of the learners. It also depends on
the learners’ level (Nunan, 2003).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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2) Focus on the vocabulary in the most appropriate way.
In teaching vocabulary, teachers need to use the most appropriate way based on
their level, goals, and needs. According to Nunan (2003: 138), what teachers need to
do to clearly distinguish the way they treat high frequency words from the way they
treat low frequency words.
3) Give attention to the high frequency words across the four strands of a
course.
When teachers teach the high frequency words, it should be used in
communicating messages in listening, speaking, reading, and writing. Based on
Nunan (2003: 139), it is because high frequency vocabulary should be fluently
accessible for receptive and productive use.
4) Encourage learners to reflect on and take responsibility for learning.
The most important thing of those principles is that learners need to realize that
they must be responsible for their own learning (Nunan, 2003). Vocabulary learning
is a large continuing task. Although teachers can provide useful input and support to
help learners deal with this, it is ultimately the learners who have to learn and carry
on learning.
b. Techniques in Teaching Vocabulary
According to Harmer (1991: 161-162), there are some techniques which can
be used in teaching vocabulary. They are mentioned as follows:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
1) Realia
One way of presenting words is to bring the things in classroom. Words like
‘postcard’, ‘ruler’, ‘pen’, etc can obviously be presented in this way.
2) Pictures
Bringing a pen into the class is not a problem. Bringing a car, however, is.
One solution is the use of pictures. Pictures can be used to explain the meaning of
vocabulary items.
3) Mime, action, and gestures
It is often impossible to explain the meaning of words and grammar either
through realia or pictures. Actions are probably better explained by mime. Concepts
like running or walking are easy to present this way.
4) Contrast
Words exist because of their sense relations, and it can be used to teach
meaning. For example, we can present the meaning of ‘empty’ by c contrasting it
with ‘full’, ‘cold’ by contrasting it with ‘hot’, or ‘big’ by contrasting it with ‘small’.
5) Enumeration
Another sense relation is general and specific words. Teacher can use this to
present meaning. For example, we can say ‘clothes’ and explain this by enumerating
or listing items.
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6) Explanation
Explaining the meaning of vocabulary sometimes can be difficult especially at
beginner or elementary level. Therefore, explaining the meaning of a word must
include explaining any facts of word use which are relevant.
7) Translation
Translation can be a quick and easy way to present the meaning of the words
but it is not without problem. It may make it a bit too easy for students by
discouraging them form interacting with the words.
c.
Possible Task in Teaching Vocabulary
There are two kinds of possible task in teaching vocabulary, namely decision
making task and productive task. Thornbury (2002: 94) describes these two tasks as
integration activities, rather than practice activities since both these latter terms have
association with more mechanical, less cognitive, approach to language teaching.
1) Decision making task
The decision making task are principally receptive. It means learners make
judgments about words, but do not necessarily produce them. Task in which learners
make decisions about words can be divided into following types:
x Identifying
x Selecting
x Matching
x Sorting
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x Ranking and sequencing
2)
Productive task
Productive task means the learners are required to incorporate the newly studied
words into some kind of speaking and writing activity. It can be classified into two
main types:
x
Completion – of sentences and texts
x
Creation – of sentence and texts
B. Theoretical Framework
The theoretical description gives us an overview about instructional design
and vocabulary. It is used as the basic of designing a set of supplementary vocabulary
exercises to support reading comprehension.
In designing the supplementary materials the writer should consider some
aspects in vocabulary. According to Harmer (1991), there are four aspects in
vocabulary, namely meaning, word use, word formation, word grammar. In this case,
the writer will focus on the meaning and word grammar aspects. The writer also
combines the receptive and productive learning in designing the materials. Besides,
the writer uses some technique and task in order to promote best learning. The writer
will use pictures as a technique in teaching vocabulary. Moreover, the use of
receptive and productive task in designing the material will be considered as a good
combination to help students learn vocabulary.
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21
In developing a set of instructional material, the writer combines two instructional
design models. The framework of instructional design consists of seven steps. They
are as follow:
1. Conducting Needs Survey
This step is adapted from Yalden’s Model. Need analysis is needed to identify
learners’ characteristic, interest, and needs. Then, the writers conduct a survey. It is
conducted through questionnaire and interview.
2. Stating Goals, Topics and General Purposes.
This step is adapted from Kemp’s model. The purpose of this step is to
determine the goals of instructional design based on the students’ need. In order to
achieve the goals, the designer expresses the general purpose of the study.
3. Specifying Objectives
This step is adapted from Kemp’s model. The designer states the objective to
be achieved. It is important to specifying the objective because it by specifying the
objectives, we know what we want to teach and determine whether we have
accomplished it (Kemp, 1997: 24).
4. Listing Subject Content
Kemp stated that a student learning experience must involve subject content
(1977: 43). The content itself must be related to the objective and students’ need.
5. Selecting Teaching/Learning activities
This step is adapted from Kemp’s model. In selecting teaching learning
activities, the designer must determine the most efficient and effective method which
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
refers to the objective (Kemp, 1977: 55). The writer decides the activities will involve
the receptive and productive task.
6. Conducting evaluation survey
After designing the materials, the writer conducts an evaluation survey. The
purpose of this step is to gain some feedback and comment related to the material
design.
7. Revision
The final step is revision. The revision is done based on the feedback,
suggestion, and comment from the respondent.
In order to make the steps clearer, the writer’s design model can be seen in
Figure 2.4.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
Revision
Conducting
need survey
Stating
goals,
topics, and
general
purposes
Specifying
objectives
Listing
subject
content
Selecting
teaching
learning
activities
Conducting
Evaluation
survey
Figure 2.3: The Writer’s Instructional Model adapted from Kemp’s and Yalden’s
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III
METHODOLOGY
This chapter discusses the method used in designing a set of
supplementary vocabulary exercises to support reading comprehension for the
seventh grade students of SMP N 3 Wonosari. The methodology is presented to
answer two questions in the problems formulation. Furthermore, the discussion
includes the research method, research participants, research instruments, data
gathering technique, data analysis technique, and research procedure.
A.
Research Method
In this study, the wr
ABSTRACT
Wikandari, Dyah Ayu. (2013). A Set of Supplementary Vocabulary Exercises to
Support Reading Comprehension for the Seventh Grade Students of SMP N 3
Wonosari. Yogyakarta: English Language Education Study Program, Faculty of
Teachers Training and Education, Sanata Dharma University.
Vocabulary mastery is a vital part of communication. Knowledge of many
words will make the learners better in writing, speaking, listening, and reading.
Reading is one of the language skills which should be acquired in the language
learning process. In this case, vocabulary knowledge is needed in reading because
it is the basic element for comprehension. However, vocabulary is not the main
focus of the language skills which are taught in school. From the data gathered,
there was no specific vocabulary teaching learning session in SMP N 3 Wonosari.
Therefore, this study is intended to design a set of supplementary vocabulary
exercises to support reading comprehension for seventh grade students of SMP N
3 Wonosari.
This study was aimed to answer two research questions: (1) How is the set
of supplementary vocabulary exercises to support reading comprehension for the
seventh grade students of SMP N 3 Wonosari designed? (2) What does the set of
supplementary vocabulary exercises to support reading comprehension for the
seventh grade students of SMP N 3 Wonosari look like?
To answer the first question, the writer employed R&D cycle by Borg and
Gall (1983) as the umbrella of the writer’s instructional design model. The
writer’s instructional design model was adapted from Kemp’s and Yalden’s. It
consisted seven steps. The steps were: (1) Conducting Needs Survey, (2) Stating
Goals, Topics, and General Purposes, (3) Specifying Learning Objectives, (4)
Listing Subject Content, (5) Selecting Teaching Learning Activities, (6)
Conducting Evaluation Survey, (7) Revision. Based on the materials evaluation, it
was found that the mean from each statement ranged from 3.3 to 4 on the scale of
4. It means that the designed materials are suitable and acceptable.
To answer the second question, the writer presented the set of
supplementary vocabulary exercises to support reading comprehension for
seventh grade students of SMP N 3 Wonosari. The supplementary vocabulary
exercises consisted of four units. Each unit is divided into three sections, namely,
Let’s Get Ready!. Let’s Get Closer!, and Let’s Do It!.
Keywords: design, vocabulary, reading comprehension
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Wikandari, Dyah Ayu. (2013). A Set of Supplementary Vocabulary Exercises to
Support Reading Comprehension for the Seventh Grade Students of SMP N 3
Wonosari.Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Fakultas
Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Penguasaan kosakata merupakan bagian yang penting dalam komunikasi.
Pengetahuan akan kosakata yang bagus akan membuat pelajar menjadi lebih baik
dalam menulis, berbicara, mendengarkan, dan membaca. Membaca adalah salah
satu ketrampilan yang harus dicapai dalam proses belajar bahasa. Dalam hal ini,
pengetahuan kosakata diperlukan dalam membaca karena kosakata merupakan
unsur yang paling mendasar untuk pemahaman bacaan. Akan tetapi, kosakata
bukan merupakan focus utama dari ketramplan bahasa yang diajarkan di sekolah.
Dari data yang diperoleh, tidak ada waktu khusus untuk belajar-mengajar kosakata
di SMP N 3 Wonosari. Oleh karena itu, penelitian ini bertujuan untuk merancang
satu set latihan kosakata tambahan untuk mendukung pemahaman membaca bagi
siswa kelas tujuh SMP N 3 Wonosari.
Penelitian ini bertujuan untuk menjawab dua pertanyaan penelitian, yaitu:
(1) Bagaimana satu set latihan kosakata tambahan untuk mendukung pemahaman
membaca bagi siswa kelas tujuh SMP N 3 Wonosari dirancang? (2) seperti apakah
satu set latihan kosakata tambahan untuk mendukung pemahaman membaca bagi
siswa kelas tujuh SMP N 3 Wonosari tersebut?
Untuk menjawab pertanyaan pertama, penulis menggunakan lima langkah
metodologi penelitian dari Borg dan Gall (1983) sebagai payung dari model
rancangan pembelajaran penulis. Model rancangan pembelajaran penulis
diadaptasi dari rancangan pembelajaran Kemp dan Yalden. Model rancangan
pembelajaran penulis terdiri dari tujuh langkah, yaitu: (1) melakukan survey
kebutuhan, (2) merumuskan tujuan, topic, dan tujuan umun, (3) menetukan tujuan
pembelajaran, (4) menentukan kegiatan pembelajaran (5) memilih kegiatan belajar
dan mengajar, (6) melakukan survey evaluasi (7) melakukan revisi. Berdasarkan
hasil evaluasi, ditemukan bahwa nilai rata-rata dari setiap pernyataan berkisar
antara 3,3 sampai 4 dari skala 4. Hal ini menunjukkan bahwa rancangan materi
tersebut sesuai dan dapat diterima
Untuk menjawab pertanyaan kedua, penulis menyajikan satu set latihan
kosakata tambahan untuk mendukung pemahaman membaca bagi siswa kelas
tujuh SMP N 3 Wonosari. Latihan kosakata tambahan ini terdiri dari empat unit.
Setiap unit dibagi menjadi tiga bagian, yaitu Let’s Get Ready!. Let’s Get Closer!,
dan Let’s Do It!.
Kata Kunci: design, vocabulary, reading comprehension
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A SET OF SUPPLEMENTARY VOCABULARY EXERCISES
TO SUPPORT READING COMPREHENSION FOR THE
SEVENTH GRADE STUDENTS OF SMP N 3 WONOSARI
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Dyah Ayu Wikandari
Student Number: 061214134
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A SET OF SUPPLEMENTARY VOCABULARY EXERCISES
TO SUPPORT READING COMPREHENSION FOR THE
SEVENTH GRADE STUDENTS OF SMP N 3 WONOSARI
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Dyah Ayu Wikandari
Student Number: 061214134
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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, January 15th, 2013
The Writer
Dyah Ayu Wikandari
061214134
iv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
Nomor Mahasiswa
: Dyah Ayu Wikandari
: 061214134
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
A SET OF SUPPLEMENTARY VOCABULARY EXERCISES
TO SUPPORT READING COMPREHENSION FOR THE SEVENTH
GRADE STUDENTS OF SMP N 3 WONOSARI
Beserta perangkat yang diperlukan (bila ada). 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 royalty kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 04 Januari 2012
Yang menyatakan
(Dyah Ayu Wikandari)
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Wikandari, Dyah Ayu. (2013). A Set of Supplementary Vocabulary Exercises to
Support Reading Comprehension for the Seventh Grade Students of SMP N 3
Wonosari. Yogyakarta: English Language Education Study Program, Faculty of
Teachers Training and Education, Sanata Dharma University.
Vocabulary mastery is a vital part of communication. Knowledge of many
words will make the learners better in writing, speaking, listening, and reading.
Reading is one of the language skills which should be acquired in the language
learning process. In this case, vocabulary knowledge is needed in reading because
it is the basic element for comprehension. However, vocabulary is not the main
focus of the language skills which are taught in school. From the data gathered,
there was no specific vocabulary teaching learning session in SMP N 3 Wonosari.
Therefore, this study is intended to design a set of supplementary vocabulary
exercises to support reading comprehension for seventh grade students of SMP N
3 Wonosari.
This study was aimed to answer two research questions: (1) How is the set
of supplementary vocabulary exercises to support reading comprehension for the
seventh grade students of SMP N 3 Wonosari designed? (2) What does the set of
supplementary vocabulary exercises to support reading comprehension for the
seventh grade students of SMP N 3 Wonosari look like?
To answer the first question, the writer employed R&D cycle by Borg and
Gall (1983) as the umbrella of the writer’s instructional design model. The
writer’s instructional design model was adapted from Kemp’s and Yalden’s. It
consisted seven steps. The steps were: (1) Conducting Needs Survey, (2) Stating
Goals, Topics, and General Purposes, (3) Specifying Learning Objectives, (4)
Listing Subject Content, (5) Selecting Teaching Learning Activities, (6)
Conducting Evaluation Survey, (7) Revision. Based on the materials evaluation, it
was found that the mean from each statement ranged from 3.3 to 4 on the scale of
4. It means that the designed materials are suitable and acceptable.
To answer the second question, the writer presented the set of
supplementary vocabulary exercises to support reading comprehension for
seventh grade students of SMP N 3 Wonosari. The supplementary vocabulary
exercises consisted of four units. Each unit is divided into three sections, namely,
Let’s Get Ready!. Let’s Get Closer!, and Let’s Do It!.
Keywords: design, vocabulary, reading comprehension
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ABSTRAK
Wikandari, Dyah Ayu. (2013). A Set of Supplementary Vocabulary Exercises to
Support Reading Comprehension for the Seventh Grade Students of SMP N 3
Wonosari.Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Fakultas
Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Penguasaan kosakata merupakan bagian yang penting dalam komunikasi.
Pengetahuan akan kosakata yang bagus akan membuat pelajar menjadi lebih baik
dalam menulis, berbicara, mendengarkan, dan membaca. Membaca adalah salah
satu ketrampilan yang harus dicapai dalam proses belajar bahasa. Dalam hal ini,
pengetahuan kosakata diperlukan dalam membaca karena kosakata merupakan
unsur yang paling mendasar untuk pemahaman bacaan. Akan tetapi, kosakata
bukan merupakan focus utama dari ketramplan bahasa yang diajarkan di sekolah.
Dari data yang diperoleh, tidak ada waktu khusus untuk belajar-mengajar kosakata
di SMP N 3 Wonosari. Oleh karena itu, penelitian ini bertujuan untuk merancang
satu set latihan kosakata tambahan untuk mendukung pemahaman membaca bagi
siswa kelas tujuh SMP N 3 Wonosari.
Penelitian ini bertujuan untuk menjawab dua pertanyaan penelitian, yaitu:
(1) Bagaimana satu set latihan kosakata tambahan untuk mendukung pemahaman
membaca bagi siswa kelas tujuh SMP N 3 Wonosari dirancang? (2) seperti apakah
satu set latihan kosakata tambahan untuk mendukung pemahaman membaca bagi
siswa kelas tujuh SMP N 3 Wonosari tersebut?
Untuk menjawab pertanyaan pertama, penulis menggunakan lima langkah
metodologi penelitian dari Borg dan Gall (1983) sebagai payung dari model
rancangan pembelajaran penulis. Model rancangan pembelajaran penulis
diadaptasi dari rancangan pembelajaran Kemp dan Yalden. Model rancangan
pembelajaran penulis terdiri dari tujuh langkah, yaitu: (1) melakukan survey
kebutuhan, (2) merumuskan tujuan, topic, dan tujuan umun, (3) menetukan tujuan
pembelajaran, (4) menentukan kegiatan pembelajaran (5) memilih kegiatan belajar
dan mengajar, (6) melakukan survey evaluasi (7) melakukan revisi. Berdasarkan
hasil evaluasi, ditemukan bahwa nilai rata-rata dari setiap pernyataan berkisar
antara 3,3 sampai 4 dari skala 4. Hal ini menunjukkan bahwa rancangan materi
tersebut sesuai dan dapat diterima
Untuk menjawab pertanyaan kedua, penulis menyajikan satu set latihan
kosakata tambahan untuk mendukung pemahaman membaca bagi siswa kelas
tujuh SMP N 3 Wonosari. Latihan kosakata tambahan ini terdiri dari empat unit.
Setiap unit dibagi menjadi tiga bagian, yaitu Let’s Get Ready!. Let’s Get Closer!,
dan Let’s Do It!.
Kata Kunci: design, vocabulary, reading comprehension
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ACKNOWLEDGEMENTS
I would like to give my greatest gratitude to my Lord, Jesus Christ, for His
endless love, wonderful blessing, and marvelous grace in my life. I realized
without His guidance, I could not face the hard times in finishing my thesis.
I would like to express my special gratitude to my sponsor, Drs. Y.B.
Gunawan, M.A., for his guidance, suggestion, correction, and support in finishing
my thesis. I also thank all of English Language Education Study Program
instructors and staff, who have helped me during the completion of my thesis.
My gratitude also goes to the Principal of SMP N 3 Wonosari for allowing
me to conduct my research in the school. I also thank Cahyo Rokhman Effendi,
S.Pd., Wahyu Wardani, S.Pd., and Adesti Komala Sari, S.Pd., M.A for their
kindness and willingness to evaluate my designed materials.
I would like to express my deepest gratitude to my beloved parents, Bapak
Ardi Suryanto and Ibu Pandom Triasati, also Bapak Heru Sigit Cahyanto and Ibu
Sri Budiningsih for their support, motivation, and attention in finishing my thesis.
I also thank my sisters, Mbak Putri and Dik Herning for their love, care, prayer,
and support in completing my thesis.
I thank all of PBI 2006 friends, Tita, Adit, Agnes, Desy, Ceye, Guntur,
Aik, Ichaq and all ex-PROCESS 2006 for the wonderful friendship during my
study in PBI. I have learned many things from them. I also thank my friends in my
boarding house, Grace, Luke, and Rahma for the love, laughter, support and
strength.
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I would also thank to Saverius Triosetyawan, who always accompanies me
in my up-and-down moments in my life. I thank him for his love, patience, care,
prayer, and support during the hard moments in finishing my thesis.
Last but not least, I would like to express my deepest gratitude to all
people whose name cannot be mentioned one by one, for their help and support in
writing this thesis. May God bless them all.
Dyah Ayu Wikandari
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TABLE OF CONTENTS
Page
TITLE PAGE ……………………………………………………........
i
APPROVAL PAGES ……………………………………………........
ii
STATEMENT OF WORK’S ORIGINALITY ………………….........
iv
PERNYATAAN PERSETUJUAN PUBLIKASI ……………………….
v
ABSTRACT
…… ……………………… …………………… ………
vi
………… ……………………… …………………… ……
vii
ACKNOWLEDGEMENTS ……………………………………………
viii
TABLE OF CONTENTS ……………………………………………..
x
LIST OF TABLES …………………………………………………….
xii
LIST OF FIGURES ……………………………………………………
xiii
LIST OF APPENDICES ……………………………………………..
xiv
ABSTRAK
CHAPTER I. INTRODUCTION
A.
Research Background ……….………………………….
1
B.
Research Problems …………….……………………….
4
C.
Problem Limitation …………….……………………….
4
D.
Research Objectives…………….………………………
4
E.
Research Benefits……………………………………….
5
F.
Definition of Terms …………….…………………….
6
CHAPTER II. REVIEW OF RELATED LITERATURE
A.
Theoretical Description…………………………………
8
1. Instructional Design Models …………..……………….
8
a. Kemp’s Model ……………………….………….
8
b.Yalden’s Model ………………………………….
12
2. Vocabulary ………………..……………………………
14
3. Teaching Vocabulary …..……………………………….
16
a. Principles in Teaching Vocabulary ………………
16
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B.
b.Techniques in Teaching Vocabulary ………….…
18
c. Possible Tasks in Teaching Vocabulary …………
19
Theoretical Framework……….………………...………
20
CHAPTER III. METHODOLOGY
A.
Research Method ……….…………………………….
23
B.
Research Participants
……….………………………..
28
C.
Research Instruments
………..……………………..
29
D.
Data Gathering Technique
…………………………
31
E.
Data Analysis Technique………………………….........
32
F.
Research Procedure ……………………………………
33
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. Elaboration of the Steps in Designing Supplementary
Vocabulary Exercises…………………………………...…..
35
1. Conducting Needs Survey………………………………
35
2. Stating Goals, Topics and General Purposes ………….
39
3. Specifying Learning Objectives ……….……………….
40
4. Listing Subject Content ……………………...………...
41
5. Selecting Teaching Learning Activity…………………..
42
6. Conducting Evaluation Survey ………………………....
43
7. Revision …………………………………...……………
47
B. Presentation: Brief Description of the Supplementary
Vocabulary Exercises………………………..……………..
48
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A.
Conclusions
…………………… …………………
50
B.
Suggestions
…… …………………… …………….
51
REFERENCES ……………………………………………………….
53
APPENDICES ………………………………………………………..
55
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LIST OF TABLES
Table
Page
3.1 The Description of the First Group of Research and Information
Collecting Participants ……………………………..……………….. 28
3.2 The Description of the Second Group of Research and Information
Collecting Participants ……………………………..……………..… 28
3.3 The Description of the Participants Preliminary Field Testing …....... 29
4.1 The Result of Questionnaire ………………………………………… 36
4.2 The Goal and General Purposes of the Designed Material ………....
39
4.3 The Learning Objectives ……………………………………………
40
4.4 Teaching Learning Activities ……………………………………….
42
4.5 Description of the Participant on Evaluation Survey ……………….
44
4.6 The Result of Post Design Questionnaire …………………………...
45
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LIST OF FIGURES
FIGURE
Page
2.1 Kemp’s Instructional Design Model ………………………………
12
2.2 Yalden’s Instructional Model ……………………………………..
14
2.3 The Writer’s Instructional Model …………………………………
23
3.1 R & D Cycle and The Writer’s Model …………………………….
27
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LIST OF APPENDICES
Appendix
Page
Appendix 1 ………………………………………………………………. 56
Letter of Permission ……………………………………………… 57
Appendix 2 ………………………………………………………………. 58
Instruments for Needs Survey …………………………………… 59
Appendix 3……………………………………………………………….. 62
Letter of permission ……………………………………………… 63
Post Design Questionnaire ……………………………………….. 64
Appendix 4 ………………………………………………………………. 67
Syllabus …………………………………………………………... 68
Lesson Plan ………………………………………………………. 72
Teacher’s guide …………………………………………………… 80
The Designed Materials …………………………………………... 91
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CHAPTER I
INTRODUCTION
In this chapter, the writer discusses the introduction of this study. This
chapter is divided into six sections, namely the research background, research
problems, problem limitation, research objectives, research benefits, and
definition of terms.
A. Research Background
In this globalization era, English plays an important role as means of
communication. Since it is stated as international language, it is used as a global
means of communication. Especially in Indonesia, English as a Foreign Language
plays a role in improving Indonesian people’s knowledge and information.
English becomes a medium to receive and absorb global information. Besides,
English helps Indonesian people to be able to communicate with people from
other countries.
Considering the importance of English, many schools in Indonesia expect
the students to be able to use English well. In Junior High School, English has
been taught since in the seventh grade. Based on the curriculum KTSP (Kurikulum
Tingkat Satuan Pendidikan), there are four language skills that have been taught
in Junior High School. They are speaking, listening, reading, and writing.
One of the four language skills which should be acquired in the language
learning process is reading. The main goal of reading is to comprehend the
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meaning of a text. According to Simanjuntak (1988: 3) reading is the process of
putting the reader in contact and communication with ideas. It means that reading
places the reader in contact with the ideas, so that the ideas could be well
conveyed. In order to make the ideas well conveyed, the reader should
comprehend the text well. Furthermore, it can be said that reading is the process
of interaction between the reader and the text.
In addition, reading is important to be acquired because there are many
advantages that students can obtain. Miller (1972: 2) states that reading is a
fundamental communication skill, and, as such, needs to be a flexible and durable
tool which can serve many purposes.
It means reading is the basic
communication skill which has many purposes. It also has many advantages. It
plays a role in communication as a means of written communication in the form
of newspapers, magazines, textbooks, and others. Through reading students can
enrich their knowledge and also experience pleasure. Moreover, reading gives
students a head start to improve their language skill, since it teaches the students
proper grammar and sentence structure.
Meanwhile, according to Simanjuntak (1988: 5) the first point to be made
about the reading process is reading comprehension. Therefore, knowledge is
needed in reading comprehension because it is the basic element for
comprehension. The knowledge can be used to relate the new information from
the reading text to what we already know.
In order to be able to comprehend the reading passage, students need to
have vocabulary knowledge. Harmer (1991: 153) states that vocabulary is like
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vital organs and flesh of language. Moreover, Langan (2010: 297) states that a
command of many words will make a person better writer, speaker, listener, and
reader. It is obvious that vocabulary plays a big role as a foundation in a language.
Particularly in reading, vocabulary is the basic component. Students cannot
understand what they read without knowing what the words mean. Vocabulary
knowledge is important for reading comprehension, because it can determine how
well students comprehend the text they read.
Considering the importance of vocabulary in reading comprehension, this
study is aimed to facilitate the students to learn vocabulary to support their
reading comprehension. To make this study more specific, the materials are
designed as supplementary materials for reading lesson for seventh grade students
of SMP N 3 Wonosari. The writer focuses on the seventh grade students of SMP N
3 Wonosari because based on the writer’s observation and the information
gathered the students cannot improve their vocabulary knowledge because there is
no particular time and activity to learn vocabulary, even in reading lesson. That
case happened because vocabulary is not the main focus of the language skills
which are taught in school. As a result, the students still have difficulties in
reading lessons. They cannot understand the reading passages well because they
still have difficulty in figuring out the meaning of the words.
Therefore, this study is conducted to design a set of supplementary
vocabulary exercises to support reading comprehension for seventh grade students
of SMP N 3 Wonosari. This supplementary material is supposed to help students
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in learning vocabulary to support their reading comprehension through vocabulary
exercises.
B. Research Problems
There are two problems in this study, they are formulated as follows:
1.
How is the set of supplementary vocabulary exercises to support reading
comprehension for the seventh grade students of SMP N 3 Wonosari
designed?
2.
What does the set of supplementary vocabulary exercises to support reading
comprehension for the seventh grade students of SMP N 3 Wonosari look
like?
C.
Problem Limitation
In this study, the writer focuses on designing the set of supplementary
vocabulary exercises which is used for supporting reading comprehension. The set
of supplementary vocabulary materials is designed for the seventh grade students
of SMP N 3 Wonosari. It consists four topics which are arranged based on the
needs survey and referred to the curriculum, Kurikulum Tingkat Satuan
Pendidikan (KTSP).
D.
Research Objectives
This study is intended to answer questions stated in the research problems.
The objectives of this study are presented as follows:
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1.
To design a set of supplementary vocabulary exercises to support reading
comprehension for the seventh grade students of SMP N 3Wonosari.
2.
To present a set of supplementary vocabulary exercises to support reading
comprehension for the seventh grade students of SMP N 3Wonosari.
E.
Research Benefits
This study brings benefits for the people who are mentioned below:
1.
The Students
The designed materials are intended to give an alternative source to learn
vocabulary to support students’ reading comprehension. Besides, it is expected
that the supplementary materials are able to attract students’ interest in learning
vocabulary since the designed materials provide various types of learning
vocabulary.
2.
The English Teachers
The designed materials are proposed to help the English teachers in teaching
vocabulary with different techniques. Besides, it is expected that the designed
materials are able to inspire the teachers to develop material designed creatively.
3.
Other English Language Researchers
This study is expected to motivate and inspire the other researchers to
conduct research related to teaching and learning vocabulary. Therefore, it can
provide them a description about designing a set of supplementary vocabulary
exercises to support reading comprehension for the seventh grade students.
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F.
Definition of Terms
To make this study clearer, the writer would like to define some terms
which are related to this study.
1.
Vocabulary
Vocabulary knowledge involves knowing the meanings of words.
Moreover, vocabulary is important for the language itself. Harmer (1991: 153)
states that “if language structures make up the skeleton of language, then it is
vocabulary that provides the vital organs and flesh”. In this study, vocabulary
refers to all the words in English which are used to communicate in spoken and
written form. In addition, vocabulary is an important element to support the
process of learning English in reading, writing, listening, and speaking.
2.
Supplementary Materials
Supplementary materials can be defined as “extra worksheets, games, books
etc that a teacher uses for teaching materials in addition to a core text”
(http://www.tefl.net/ref/glossary.htm). In this study, supplementary materials refer
to the extra material which is used to add and support the main material.
3.
Reading Comprehension
According to Simanjuntak (1988: 3), reading is a process of putting readers
in contact and communication with ideas. The importance of reading is that,
“reading serves the wider role of extending our general knowledge of the world”
(Wallace, 1992: 7). In this study, reading comprehension means students’ ability
to comprehend reading passages.
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4.
SMP N 3 Wonosari
SMP stands for Sekolah Menengah Pertama (Junior High School).
Kementrian Pendidikan Nasional states that SMP is the basic education in
Indonesia’s formal education after the students graduate from the elementary
school. SMP N 3 Wonosari is located in Jl. Baron Km.6 Wonosari, Gunung Kidul,
Yogyakarta. The seventh grade students are those who are in the first year.
Generally, they are about 13-14 years old.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents a discussion on related literature. This chapter is divided
into two parts. The first is theoretical description. It consists of theories and definition
of related terms. The second part is theoretical framework. It contains a theoretical
frame used to answer the research questions.
A. Theoretical Description
This part consists of two major points to be discussed. They are instructional
material design models and teaching learning vocabulary.
1. Instructional Design Models
There are many instructional design models. The important things of each
models is there are analyzing, developing, designing, implementing and evaluating
almost in every models. In this study, there are two models to be discussed. They are
Kemp’s and Yalden’s instructional design model. Those instructional design models
are discussed as follows:
a.
Kemp’s Model
Kemp (1977) states that there are three questions should be considered as
essential elements in making instructional design, namely “what must be learned?”
(Objectives), “what procedures and resources will work best to reach the desired
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learning level” (Activities and Resources), “how do we evaluate the learning
process?”(Evaluation).
In order to answer the questions, there are eight steps that must be considered
in the design process. The steps are as follows:
1) Defining Goals, Topics, and General purposes
This step begins with the recognition of the broad goals of the school system
or institution. The identification of the goal can be derived from society, social, and
subject areas. After recognizing the goals, the designer should list the major topic
which would become the basis for the instructional design. Afterwards, general
purposes are listed in each topic.
2) Identifying Learners’ Characteristic
It is important to obtain information about learners’ capabilities, needs, and
interest, since it can affect the designer to construct the instructional material. There
are two points should be considered in identifying learners’ characteristic. They are
academic factors and social factors. Academic factors include number of students,
academic background, level of intelligence, motivation for studying, etc. Meanwhile,
social factors include age, maturity, special talents, relation among students,
socioeconomic situation etc.
3) Specifying Learning Objectives
According to Kemp learning is the outcome of instruction which requires
active effort by the learners. Thus, all objective must be stated in terms of activities
that will best promote learning. It is only by stating measurable objectives that we
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know what it is that we want to teach and whether we have accomplished it.
However, writing objectives is a developmental activity that requires refinements,
changes, and addition as the writer develops subsequent planning steps.
4) Listing and Organizing Subject Content
Students’ learning experiences should comprise subject content. Furthermore,
the content should be related to the objectives and the student’s needs. According to
Kemp (1977: 44), subject content includes the selection and organizing of the specific
knowledge (facts and information), skills (step-by-step procedures, conditions, and
requirements), and attitudinal factors of any topics.
5) Developing Pre-Assessment
Basically, pre-assessment is used to measure the student’s competence of the
topic. There are two kind assessments, namely prerequisite testing and pretesting.
Prerequisite testing is used to determine the student’s background of the topic. While,
pretesting is used to know which of the objectives students already achieved.
6) Selecting Teaching/Learning Activities and Resources.
In order to accomplish the objectives, the designer should decide the most
efficient and effective methods. Then select materials to provide learning experiences
that will associate with each objectives. The designer should consider the appropriate
teaching method, technique, and also media to support the learning activities.
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7) Coordinating Support Service
The support services are important to implement the design plans. They
consist of funds, facilities, equipment, and personnel whose time must be scheduled
for participants in the instructional plan. Support service must be considered at the
same time instructional plans are being made and materials, being selected. In
addition, consideration must be given to coordinating the planned program with other
operational aspects of the institution.
8) Evaluation
The last step of Kemp’s instructional model is evaluation. It aims to measure
the learning outcomes related to the objectives. Besides, it can be used to measure the
instructional materials. There are two types of evaluation, namely formative and
summative evaluation. The procedure of formative is testing and revision. It takes
place during development and tryouts. It is useful for determining any weaknesses in
an instructional plan. Meanwhile, summative evaluation is concerned with evaluating
the degree of students’ final achievement of the objectives.
In order to give a clear explanation about the steps, the presentation of
Kemp’s Instructional model is presented in Figure 2.1.
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Goals, topics,
and general
purposes
Learner
characteristic
Evaluation
Support
Services
Learning
objective
REVISION
Teaching/
Learning
Activities,
Resources
Subject
content
P re
Assessment
Figure 2.1 Kemp’s Instructional Design Model (1977:7)
b. Yalden’s Model
The second model that the writer used is Yalden’s model. Yalden presents the
use of communicative syllabus design. There are seven steps in of language program
development proposed by Yalden. The steps are listed as follows.
1)
Needs survey
A survey is needed to know the learners’ needs in language learning. Further,
Yalden states that conducting needs survey can obtain as much as information about
the learners (1987: 101). It includes the identification of the communication
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requirement, personal needs, motivation, relevant characteristic, and physical
resource of the learners.
2)
Description of purpose
After finishing the needs survey, the designer should define the description of
purpose. It is intended to clarify the purpose of the language program based on needs
analysis.
3)
Selection of development syllabus type
In this step, the designer will choose or select the syllabus type to be applied
in the program. The selection of the type of syllabus should consider the learner’s
need and characters.
4)
Production of a proto syllabus
In this step, the syllabus designer specifies the content derived from the
purpose of the learners.
5)
Production of a pedagogical status
Pedagogical syllabus represents a plan to implement the content of the language
teaching. In this step, the program designer should realize the syllabus in the form of
teaching-learning material and testing approach.
6)
Development and implementation of classroom procedure
In this step, the designer organizes the learning activities and develops it into
teaching materials. There are three important point in this step, namely selection the
exercise types and teaching techniques, preparation the lesson plan, and preparation
the weekly schedule.
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7)
Evaluation
This step is done to evaluate all components in the language program. It
includes the students, the instructional program, and the teaching. It also contains
recycling step which is used to fit between the goals set and the final performances of
the learners.
The eight steps of Yalden’s model can be seen how they are related in the figure 2.2.
Need
survey
Description
of
purpose
Selection/
development
of syllabus
type
Production
of proto
syllabus
Production
of
pedagogical
status
Development
and
implementation
of classroom
procedure
Evaluation
Figure 2.2 Yalden’s Instructional Model
2. Vocabulary
In this study, vocabulary is defined as all the English words. As it is stated in
the previous section, vocabulary is the most important element of a language. It is
supported by Harmer (1991), “if language structures make up the skeleton of
language, then it is vocabulary that provides the vital organs and flesh”. Moreover,
according to Stahl & Nagy (2006), a person who knows more words has better ability
in speaking, thinking, and more precisely about the world.
According to Harmer (1991:156-158), there are four aspects in vocabulary
that students need to know. They are listed as follows.
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1) Meaning
In English vocabulary, words have more than one meaning. For example,
according to Cambridge Advanced Learner’s Dictionary, the word book refers to a set
of printed pages fastened together inside a cover. Meanwhile, there are eight more
meanings of books in the same dictionary. The word book sometimes means the kind
of thing you read from, but it can also mean a number of other things.
There are other facts about meaning too. Sometimes, words have meaning in
relation to other words. For example, we understand the meaning of a word like
‘good’ in the context of a word like ‘bad’. Words have opposites (antonyms) and they
also have similar meaning (synonyms). Therefore, students need to know about
meaning in context and they need to know about sense relations.
2) Word Use
The meaning of a word can be changed, stretched or limited by how it is used.
Therefore, students need to recognize metaphorical language use and they need to
know how words collocate. They also need to understand what stylistic and tropical
contexts words and expression occur in.
3) Word Formation
There are some important points students need to know about word formation.
Word formation includes parts of speech, prefixes and suffixes, and also spelling and
pronunciation. Word formation means knowing how words written and spoken and
knowing how they can change their form.
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4) Word Grammar
Words can change according to their grammatical meaning, so the use of
certain words can trigger the use of some grammatical patterns. Knowing word
grammar means knowing whether the words are noun, verb, adjective, or adverb.
3. Teaching Vocabulary
In teaching learning vocabulary we need to consider what kind of learning is
required. Nation (2002) states that there are two distinctions in learning a word,
receptive and productive learning. Receptive involves being able to recognize a word
and recall its meaning when it is met. Meanwhile, productive learning involves what
it is needed for receptive learning plus ability to speak or write. Furthermore, there
are three important points should be considered in teaching vocabulary. They are
principles, techniques, and tasks. They are mentioned as follows.
a.
Principles in Teaching Vocabulary
According to Nunan (2003:135), one of the difficulties in planning vocabulary
component of a course is making sure that it does not overwhelm other essential parts
of the course. Therefore, there should be some principle for teaching vocabulary. The
principles of teaching vocabulary are listed below:
1) Focus on the most useful vocabulary first.
In learning English vocabulary, there are two kinds of group of words that
learners need to know. They are low frequency words and high frequency words.
The most useful vocabulary depends on the goal of the learners. It also depends on
the learners’ level (Nunan, 2003).
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2) Focus on the vocabulary in the most appropriate way.
In teaching vocabulary, teachers need to use the most appropriate way based on
their level, goals, and needs. According to Nunan (2003: 138), what teachers need to
do to clearly distinguish the way they treat high frequency words from the way they
treat low frequency words.
3) Give attention to the high frequency words across the four strands of a
course.
When teachers teach the high frequency words, it should be used in
communicating messages in listening, speaking, reading, and writing. Based on
Nunan (2003: 139), it is because high frequency vocabulary should be fluently
accessible for receptive and productive use.
4) Encourage learners to reflect on and take responsibility for learning.
The most important thing of those principles is that learners need to realize that
they must be responsible for their own learning (Nunan, 2003). Vocabulary learning
is a large continuing task. Although teachers can provide useful input and support to
help learners deal with this, it is ultimately the learners who have to learn and carry
on learning.
b. Techniques in Teaching Vocabulary
According to Harmer (1991: 161-162), there are some techniques which can
be used in teaching vocabulary. They are mentioned as follows:
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1) Realia
One way of presenting words is to bring the things in classroom. Words like
‘postcard’, ‘ruler’, ‘pen’, etc can obviously be presented in this way.
2) Pictures
Bringing a pen into the class is not a problem. Bringing a car, however, is.
One solution is the use of pictures. Pictures can be used to explain the meaning of
vocabulary items.
3) Mime, action, and gestures
It is often impossible to explain the meaning of words and grammar either
through realia or pictures. Actions are probably better explained by mime. Concepts
like running or walking are easy to present this way.
4) Contrast
Words exist because of their sense relations, and it can be used to teach
meaning. For example, we can present the meaning of ‘empty’ by c contrasting it
with ‘full’, ‘cold’ by contrasting it with ‘hot’, or ‘big’ by contrasting it with ‘small’.
5) Enumeration
Another sense relation is general and specific words. Teacher can use this to
present meaning. For example, we can say ‘clothes’ and explain this by enumerating
or listing items.
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6) Explanation
Explaining the meaning of vocabulary sometimes can be difficult especially at
beginner or elementary level. Therefore, explaining the meaning of a word must
include explaining any facts of word use which are relevant.
7) Translation
Translation can be a quick and easy way to present the meaning of the words
but it is not without problem. It may make it a bit too easy for students by
discouraging them form interacting with the words.
c.
Possible Task in Teaching Vocabulary
There are two kinds of possible task in teaching vocabulary, namely decision
making task and productive task. Thornbury (2002: 94) describes these two tasks as
integration activities, rather than practice activities since both these latter terms have
association with more mechanical, less cognitive, approach to language teaching.
1) Decision making task
The decision making task are principally receptive. It means learners make
judgments about words, but do not necessarily produce them. Task in which learners
make decisions about words can be divided into following types:
x Identifying
x Selecting
x Matching
x Sorting
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x Ranking and sequencing
2)
Productive task
Productive task means the learners are required to incorporate the newly studied
words into some kind of speaking and writing activity. It can be classified into two
main types:
x
Completion – of sentences and texts
x
Creation – of sentence and texts
B. Theoretical Framework
The theoretical description gives us an overview about instructional design
and vocabulary. It is used as the basic of designing a set of supplementary vocabulary
exercises to support reading comprehension.
In designing the supplementary materials the writer should consider some
aspects in vocabulary. According to Harmer (1991), there are four aspects in
vocabulary, namely meaning, word use, word formation, word grammar. In this case,
the writer will focus on the meaning and word grammar aspects. The writer also
combines the receptive and productive learning in designing the materials. Besides,
the writer uses some technique and task in order to promote best learning. The writer
will use pictures as a technique in teaching vocabulary. Moreover, the use of
receptive and productive task in designing the material will be considered as a good
combination to help students learn vocabulary.
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In developing a set of instructional material, the writer combines two instructional
design models. The framework of instructional design consists of seven steps. They
are as follow:
1. Conducting Needs Survey
This step is adapted from Yalden’s Model. Need analysis is needed to identify
learners’ characteristic, interest, and needs. Then, the writers conduct a survey. It is
conducted through questionnaire and interview.
2. Stating Goals, Topics and General Purposes.
This step is adapted from Kemp’s model. The purpose of this step is to
determine the goals of instructional design based on the students’ need. In order to
achieve the goals, the designer expresses the general purpose of the study.
3. Specifying Objectives
This step is adapted from Kemp’s model. The designer states the objective to
be achieved. It is important to specifying the objective because it by specifying the
objectives, we know what we want to teach and determine whether we have
accomplished it (Kemp, 1997: 24).
4. Listing Subject Content
Kemp stated that a student learning experience must involve subject content
(1977: 43). The content itself must be related to the objective and students’ need.
5. Selecting Teaching/Learning activities
This step is adapted from Kemp’s model. In selecting teaching learning
activities, the designer must determine the most efficient and effective method which
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refers to the objective (Kemp, 1977: 55). The writer decides the activities will involve
the receptive and productive task.
6. Conducting evaluation survey
After designing the materials, the writer conducts an evaluation survey. The
purpose of this step is to gain some feedback and comment related to the material
design.
7. Revision
The final step is revision. The revision is done based on the feedback,
suggestion, and comment from the respondent.
In order to make the steps clearer, the writer’s design model can be seen in
Figure 2.4.
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Revision
Conducting
need survey
Stating
goals,
topics, and
general
purposes
Specifying
objectives
Listing
subject
content
Selecting
teaching
learning
activities
Conducting
Evaluation
survey
Figure 2.3: The Writer’s Instructional Model adapted from Kemp’s and Yalden’s
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CHAPTER III
METHODOLOGY
This chapter discusses the method used in designing a set of
supplementary vocabulary exercises to support reading comprehension for the
seventh grade students of SMP N 3 Wonosari. The methodology is presented to
answer two questions in the problems formulation. Furthermore, the discussion
includes the research method, research participants, research instruments, data
gathering technique, data analysis technique, and research procedure.
A.
Research Method
In this study, the wr