Developing Supplementary Vocabulary Material for EFL Young Learners

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ABSTRACT

DEVELOPING SUPPLEMENTARY VOCABULARY MATERIAL

FOR EFL YOUNG LEARNERS

(Developmental Research)

RETI WAHYUNI

Vocabulary is definitely an important language aspect that should be mastered by the students in learning English regardless of the students’ levels. In line of this Wilkins (1980) states that having the appropriate vocabulary, some forms of interchange of language are possible, but without the vocabulary it is impossible. To conduct a teaching and learning vocabulary, the vocabulary material here is very needed. In fact that the vocabulary learning material and the time are limited given by government and each schools for the students. This research is conducted to develop supplementary vocabulary material for EFL young learners of fourth grade students in SD Alkautsar Bandar Lampung. The product of the study is expected to facilitate the students learning vocabulary.

This research is Educational Research and Development which used the modified one from the R & D cycle proposed by Borg and Gall (1983). The cycle covers need assessment, reference study, material development, expert validation, try out and product. The instruments used for this study were test,document study, interview guide, and validation checklist. The data from students, document study and teacher interview were described qualitatively in need assessment. The result of need assessment test and try out were described quantitatively through interviews in small groups. Meanwhile, the results of the validation checklist were described quantitatively and qualitatively.

After having the need assessment and document study, the supplementary was developed within four units and each various vocabulary exercises; weather, jobs, clothes and sports. The expert validation stages resulted expert I 81.53%, expert II 78.46%, expert III 84.61%, and expert IV 78.46 % which all are categorized as good criteria. After revising the product, the revised one was tried out.The students did the exercises actively. As the result of try out through interview, some aspects related to appearance of product and the content was considered. The supplementary

vocabulary material was revised based on students’ feedback in try out stage. The findings and the process indicate that the product of the study which is in the form workbook is an attractive material and can facilitate students learning vocabulary.

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CURRICULUM VITAE

Reti wahyuni was born in Krui, Pesisir Barat on January 21st 1992. She is the youngest daughter of a great couple, Khoirudin and Lekat Kesuma.

For her first time going to school, she entered TK Aisyiah Bustanul Athfal in 1997 for one year. She continued to elementary school at SD Negeri Menyancang and graduated in 2004. In the same year, she entered secondary school at SMP Negeri 2 Pesisir Tengah and graduated in 2007. Then she continued to SMA Al-Kautsar Bandar Lampung and graduated in 2010.

The writer was registered as a student of English Education Study Program at the Teacher Training and Education Faculty, University of Lampung through SNMPTN in 2010. During her study at Unila, she joined UKMF FPPI FKIP and has been teaching in EB English course. She accomplished her Teacher Training Program (PPL) at Mts.Muhammadiyah Krui and KKN in Seray, Pesisir Tengah, Pesisir Barat from July to September in 2013.

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DEDICATION

This scrip is fully dedicated to :

My beloved Mother, Lekat Kesuma My beloved Father, Khoirudin My beloved Sister, Herlisa Anggraini

My beloved Brother, Taqwin Yuzar and his little family

My big family My lecturers

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MOTTO :

“O you who believe! If you help (the cause of) Allah. He will help you and make firm of your feet”.

(Qs. Muhammad : 7)

“Which then of the bounties of your Lord will you Deny”. (Qs.Ar-Rahman:13)

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ACKNOWLEDGEMENTS

All praises is due to Allah, the Lord of the world, for His mercy and blessing that enables the writer to accomplish this script. Salawat and salaam are rendered to the Prophet Muhammad SAW and his family. The script entitled “Developing Supplementary Vocabulary Material for EFL Young Learners” is submitted as a partial fulfillment of the requirements in accomplishing S-1 Degree at the Language and Arts Education Department of Teacher Training and Education Faculty in University of Lampung.

The writer would like to express her gratitude to all beloved people who supported her during the process of accomplishing this script. Those great people are really inspiring for the writer since they support physically and spiritually. Therefore, the writer would like to acknowledge her deepest gratitude and respect to

1. Prof. Dr. H. Patuan Raja, M.Pd. as her first advisor, for his guidance, suggestion, advice, and his encouragement, immeasurable thanks and acknowledgement to him

2. Dra. Hartati Hasan, M.Hum, the sincere gratitude is also addressed to her second advisor for her suggestion, guidance, and advice in writing this script. 3. Prof. Ag. Bambang Setiyadi, M.A., Ph.D., Her thankfulness is extended to him for his constructive suggestion for the improvement of this script.

4. English department lecturers in English Education Study Program at the Teacher Training and Education Faculty, University of Lampung

5. Mr. Sahid as the English teacher of SD Al-Kautsar, the writer also thank to him for allowing her to conduct the research using the fourth grade.

6. The headmaster of SD Al-Kautsar, Drs. Yus Indra, M.M., for his permission for the writer to do the research in SD Al-Kautsar.

7. The writer’s beloved family Mak, Bak, Wo lisa, Udo win who always support her for everything she needs during accomplishing this script and her study, immeasurable thanks and acknowledgement to them

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8. The big family of FPPI FKIP Unila that has been a meaningful part story for the writer to be better muslim

9. The big family of Education Bridge that has been a part of writer’s story spending the time together in Teaching English, many thanks to Mr. Anwar Rahman, Mr. Ali Murtopo and Ms. Rafista

10. All ADK FKIP Unila who have been inspiring the writer

11. All ED’10 especially Ratna Purnama, Aria Safitri, Desi Rahayu and friends for the moments shared together during the process of accomplishing the script and her study.

Hopefully, this script would give a positive contribution to the educational development and for the future researchers.

Bandar Lampung, November 2014

Reti Wahyuni NPM 1013042055

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vii CONTENTS

ABSTARCT ... i

CURRICULUM VITAE ... ii

DEDICATION ... iii

MOTTO ... iv

ACKNOWLEDGEMENT ... v

CONTENTS ... vii

TABLES ... ix

FIGURES ... x

APPENDICES ... xi

I. INTRODUCTION ... 1

1.1 Background ... 1

1.2 Formulation of Problems ... 3

1.3 Objective ... 3

1.4 The Uses ... 3

1.5 Scope... 4

1.6 Definition of Terms ... 4

II. LITERATURE REVIEW ... 7

2.1 English as Foreign Language for Young Learners ... 7

2.2 Children Learning a Foreign Language ... 10

2.3 Materials Development for EFL Young Learners ... 11

2.4 Teaching EFL young Learners ... 14

2.4.1 Basic Principle of Teaching Young Learners ... 14

2.4.1.1 How Children Learn ... 14

2.4.1.2 Language Learning Environment ... 15

2.4.1.3 Helpful Ideas for Teaching English to Young Learners ... 16

2.4.2 Teaching Vocabulary to Young Learners ... 18

2.5 Language Learning skill ... 21

2.5.1 Oral Skills for Young Learners ... 21

2.5.2 Literacy Skills for Young Learners ... 22

2.6 Syllabus Design ... 25

2.7 Theoritical Assumptions ... 27

III. RESEARCH METHOD ... 29

3.1 Research Design ... 29

3.2 Material Development in Educational Research and Development ... 31

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3.7 Research Procedures ... 40

IV. RESULT AND DISCUSSION ... 45

4.1 The Result of Need Assessment ... 45

4.1.1 The Data Obtained from the Observation ... 46

4.1.2 The Data Obtained from the Students ... 48

4.1.3 The Data Obtained from the English Teacher ... 49

4.2 The Outline of Workbook Development... 50

4.3 The Result of Expert Validation ... 53

4.3.1 The Result based on the Quantitative Data ... 53

4.3.1.1Expert Validation I ... 54

4.3.1.2 Expert Validation II ... 56

4.3.1.3 Expert Validation III ... 57

4.3.1.4 Expert Validation IV ... 59

4.3.2 The Result based on the Qualitative Data ... 60

4.4 Revision ... 63

4.5 The Result of Try-out Workbook ... 63

4.6 Product Revision ... 66

4.7 Discussion ... 67

V. CONCLUSION AND SUGGESTION ... 77

5.1 Conclusion ... 77

5.2 Suggestion ... 78 REFERENCES ... APPENDIXES ...

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ix TABLES

Table page

3.1 Rating Scale for the expert checklist ... 37

3.2 The Range of 5-Scales Criterion ... 39

4.1 TheValidation Result from Expert I ... 54

4.2 TheValidation Result from Expert II ... 56

4.3 TheValidation Result from Expert III ... 57

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x FIGURES

Figure page

3.1 R & D cycle from Borg and Gall ... 30 3.2Design of current study ... 32

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APPENDIXES

Appendix page

1. Timetable of the research ... 80

2. Expert validation 1 ... 81

3. Expert validation 2 ... 83

4. Expert validation 3 ... 85

5. Expert validation 4 ... 87

6. Vocabulary test ... 89

7. The result of vocabulary test ... 90

8. Lesson plan 1 ... 92

9. Lesson plan 2 ... 97

10. Lesson plan 3 ... 102

11. Lesson plan 4 ... 107

12. Syllabus ... 112

13. The result of Try out ... 114

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I. INTRODUCTION

This chapter presents an overview of the main discussion, covering these topics: introduction dealing with background of the problems, formulation of the problem, objectives of the research, uses of the research and definition of terms. The following is the elaboration of each section.

1.1Background

English has been the most common language in the world. People seemed totally believe that English should be taught at tertiary, secondary, primary and pre-school in the EFL teaching learning context. For the primary school where mostly young learners are, the need to learn English still stands on the high demand. Young learners are basically those who are at very beginning of the age starting to learn language. In this case that young learners or primary school students learn English as their foreign language, not their second language. Learning English for the primary school students that has four skills such as listening, speaking, reading and writing are always underlain by vocabulary. Vocabulary is defenitely an important language aspect that should be mastered by the students in learning English regardless the students‟ levels. In line of this Wilkins (1980) states that having the appropriate vocabulary, some forms of

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interchange of language are possible, but without the vocabulary it is impossible. Moreover, Dees (2003) states that if students possess an extensive and effective vocabulary they can improve their performance in school on achievement and aptitude tests and they can communicate more effectively with others. Through mastering vocabulary in large number, the students will not have limitation to communicate with others. Therefore, Cross (1991) says that in teaching a language, teachers cannot neglect teaching vocabulary because a major aim of most teaching programmers is helping the students to gain a large vocabulary of useful words.

To conduct a teaching and learning vocabulary, the vocabulary material here is very needed. In fact that the vocabulary learning material and the time are limited given by government and each schools for the students so that it might cause the students lack of the vocabulary to communicate. Through the limitation of vocabulary material and time, supplementary vocabulary materials is going to develop to improve students‟ vocabulary especially to the fourth graders of SD Al-Kautsar Bandar Lampung. Cunningsworth (1995:10) says that supplementary material especially graded book is expected to answer the disadvantage of coursebook that is improving varieties in teaching procedures, responding individual student needs and problems, and also improve the creativity in teaching technique and language use, the time limitation for vocabulary learning and other complicated aspect in the class is expected to be coped with it.

The supplementary material product is developed on the basis of the assumption that the supplementary material is suitable for the students‟ need and interest and the material can help the students learning vocabulary. It is based on

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Cunningsworth (1995:138) statement that, “An advantage of using this kind of graded (supplementary) material is that it is easy to find exercises at a lower or higher level than the regular course book being used.”

1.2Formulation of Problems

Based the background above, the researcher addresses the following research question:

How to develop supplementary vocabulary material for EFL young learners?

1.3 Objectives

This research was conducted for the purpose is to develop supplementary vocabulary materials for EFL young learners in SD Al-Kautsar at fourth grade.

1.4The Uses

The result of the study, which is a workbook, is hoped to be useful for English teachers, students, and other researchers. To the English teachers, it can be an alternative instructional material that will help teaching and learning process.

To the students, the workbook can be beneficial as the learning sources in the classroom and as the supplementary vocabulary material. It is expected that students can learn more vocabulary from the exercises in the workbook.

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For the other researchers, this study is expected to be helpful in inspiring them to do Research and Development for other skills or certain vocabulary target or other learners‟ level. It is also can be used as a reference or information to conduct further study to develop workbook.

To the syllabus designers, this research can be used as a guide to the syllabus designers to arrange some better language instructional materials in order to achive the goal of teaching and learning English.

1.5 Scope

This research is limited to design teaching material for EFL young learners. The object of the research is English materials of the fourth grade students Alkautsar elementary school Bandar Lampung.

Due to the constraints of time, the product of this research is in form of a workbook for fourth grader students. The workbook consists of various exercises under the topics of 2nd semester English materials using by fourth grade students. The type of vocabulary developed in supplementary vocabulary material is noun which is under the certain topics. The product of this research is limited only for 2nd semester students of the fourth graders in SD Al-Kautsar Bandar Lampung.

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1.6 Definition of Terms

In order to avoid misunderstanding of the concept used in this study, some definitions are provided as following:

1. Material

The word „material‟ in Oxford Advanced Learners Dictionary means facts, information, ets that are used in writing a book, as evidence, to be learned. Allwright (1990) states that materials control learning and teaching. 2. Instructional design

According to Gagne and Briggs (1974:19), instructional design means general planning of materials that is done by teachers, designers of materials, curriculum specialists, and those who have intention to promote learning.

3. Material development

Tomlinson (2012) states that „Materials development‟ refers to all the processes made use of by practitioners who produce and/or use materials for language learning, including materials evaluation, their adaptation, design, production, exploitation and research.

4. Young learner

They are the fourth grade students of primary school who learn English around the age of 10 years old .

5. Vocabulary

Cameron (2001) states that the content words form an „open set‟ in that new content words can be invented and they are refers to those that carry a

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lexical meaning which are nouns (e.g. house). They can be taught in more planned and explicit ways.

6. Supplementary Material

The supplementary material especially graded book is expected to answer the disadvantage of coursebook that is improving varieties in teaching procedures, responding individual student needs and problems, and also improve the creativity in teaching technique and language use, and the time limitation for vocabulary learning (Cunningsworth,1995:10).

This chapter has discussed certain points of introduction dealing with background of the problems, formulation of the problem, objectives of the research, uses of the research, scope and definition of terms.

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II. LITERATURE REVIEW

In this chapter, a number of relevant literatures are reviewed as the basis of this research. The points included are the concept of English as foreign language for young learners, children learning a foreign language, materials development for EFL young learners, teaching EFL young learners, language learning skills, syllabus design, learners‟ roles in learning English as foreign language context, teacher‟s roles in teaching EFL young learners, the theoritical assumption.

2.1 English as Foreign Language For Young Learners

English has already been international language for all over the world. For the same role both the countries using English as second language and foreign language, English has the ultimate main to communicate each others. For those which has been learning English as second language have never found more difficulty and trouble. On the contrary, the countries which have been learning English as Foreign Language have more chances in facing the difficulty and trouble since the people are not the actually native speakers like English Second Language learners.

The EFL learners comes sometimes through a huge number of spirit to learn English. Knowing that English is not merely their mother language, they are

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already ready with the risk of some difficulty in learning the pronunciation makes them should pronunce like native speakers, vocabulary which seems more to remember, complex and complicated grammatical rules, and moreover. At the end, beside they are ready, they should accept this statue to learn English as EFL learners along time.

There have been many catagories of EFL learners classifying at the level of age. For the EFL young learners, this can be divided into three catagories at the age level. The three main catagories are the four to six-years old, the seven to nine-years old, and the ten to twelve-nine-years old within the consideration that all children do not fit all into this categories and their developments depend on the previous learning expereince, personality and their own maturity in various environment. Young learners which we usually called them as children have their phases in learning language. Jaine Moon (2005) believes that for some characteristic of young learners as children in learning language are

 activity-based

 based on the here and now/use of concrete materials  contextualised

 focused on communication (meaning) rather than form  multi-sensory

 play and fun-oriented  socially oriented

 content/topic-based or cross-curricular

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 plenty of teacher support and scaffolding

 content chosen on the basis of children's cognitive level  some age-appropriate language awareness/ „noticing‟ activities.

Young learners in learning English in EFL context learn probably English the best if people involved in the teaching learning process facilitate the learning and take into account the way they learn into the teaching practices. Piaget (1967 cited in McCloskeey, 2002), suggests that children develop through specific stages, they are:

1. Sensori-Motor Stage (from 0 – 2 years) in which children seemed to learn through physical interaction with the world around them.

2. Pre-operational stage (from 2 - 7 years) when children need concrete situations to process ideas.

3. Concrete Operational Stage (from 7 - 11 years) in which children begin to conceptualize and do some abstract problem solving, though they still learn best by doing.

4. Formal Operational Stage (from 1-15) in which children are able to use abstract thinking.

According to the children developing stages above, Young learners can be included into those aged 7-11 years or within concrete operational stage, where they learn best from concrete things around them. Piaget believes that children go through the stages above and that they could only move onto the next stage when they have completed the stage before and are ready to do so.

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2.2 Children Learning a Foreign Language

Teaching children are different with teaching adult or adolescents while Cameron (2001) says that children are often more enthusiastic, less embarrassed to talk than adults, lose their interest quickly, less able to keep themselves motivated on tasks, go at ah activity even they don‟t understand, and so on. By knowing those generalizations, there will be more possibility toward the more details of each different children. Those differences stand from linguistic, psychological, and social development of the learners that usually bring people to the way to think the language they teach and classroom activities they use.

For the case the child as active learner, Piaget (1970) concerns with how young children function in the world that surrounds them and how this influences their mental development. Piagetian psychology differentiates two ways in which development can take place as a result of activity: assimilation and accommodation. Assimilation occurs when action takes place without changes to the child and accommodation has the child adjusting to features of the environment in some ways. The way child think basically is develop as gradual growth of knowledge and intellectual skills towards a final stage of formal, logical thinking. At the end, Piaget points that the child is on his or her own in the world that concerns rather than social interaction while the child can interact with adults or other children.

Differently, the child as social, underlying Vygotsky theory is that the central observation that development and learning take place in a social context. By saying that, Vygotsky (1962) points the child as the active learner with full of

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people in his surrounding without neglecting the individual or individual cognitive development. The idea of ZPD (zone of proximal development) from Vygotsky is to give a new meaning of intelligence that it is better measured by what a child can do with skilled help or from adult. The internalization that Vygotsky proposes is that the child firstly doing something within the adult‟s help later on shifting away from reliance on others to independent action and thinking or talking inside the head through what is just done.

Another idea comes from Bruner (1983) who he says that language is the most important tool for the cognitive growth and how adult use it to mediate the world for the children and help to solve their problem. The related idea with Bruner Abover, Wood et al (1976) labels scaffolding in supporting children to carry them out an activity. Bruner has provided a further useful idea for language teaching in his notions of format and routines. In the classroom process, the languages used and classroom management can conduct them to the opportunity to predict the meaning and intention. As the result, routines allow children to have a space for language growth and developing language skills.

2.3 Material Development for EFL Young learners

Teaching English to children really does bring the teacher to a big burden while at the end of teaching process children feel bored and are not interested to learn English anymore. That condition however will bring harm terribly to the EFL young learners which they may always assume English will not be fun, interesting and easy to master anymore in the future life. The most problem that is actually

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seen and sometimes without realizing is on the learning materials. The EFL teacher definitely should pay more attention to the materials they are going to teach. However, in teaching of EFL young learners contexts there are some crucial reasons why the material designs is being more important time by time. Saraceni (2003), who advocates providing the learners with an important role in adapting the materials they are using. In order to involve learners in the process, she proposes that materials should actually be written with learner adaptation in mind, aiming to be learner-centered, flexible, open-ended, relevant, universal and authentic, and giving choices to learners. She also stresses that offering provocative topics and aesthetic experience can facilitate learner adaptation. She criticizes published materials for being, for example, trivial, stereotypical and un-motivating, and provides an example of materials designed so that they can be adapted by the learners using them (as does Wajnryb1996). A similar line is taken by Jolly and Bolitho (2011), who propose a dynamic approach to materials writing and adaptation which involves teachers as materials writers trialing their materials with their classes and then modifying them to take account of student feedback and suggestions.

In addition, beside some crucial reasons above there possible principles better to be looked closerly as Tomlinson (2008a) provides critical reviews of ELT materials currently being used around the world and most of its chapters make reference to the principles and procedures of materials development. It also contains an introductory chapter on „Language acquisition and language-learning materials‟ (Tomlinson 2008b), which proposes ways of applying commonly

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agreed theories of language acquisition to materials development. The principles proposed include:

• the language experience needs to be contextualised and comprehensible • the learner needs to be motivated, relaxed, positive and engaged

• the language and discourse features available for potential acquisition need to be salient, meaningful and frequently encountered

• the learner needs to achieve deep and multi-dimensional processing of the language (Tomlinson 2008b: 4).

Cunningsworth in Hutchinson and Waters (1995: 7) summarizes the role of materials in language teaching as:

a) A resource for presentation of materials (spoken and written)

b) A source of activities for learners practice and communicative interaction c) A reference source for learners on grammar, vocabulary, pronunciation,

etc.

d) A source of stimulation and ideas for classroom activities

e) A syllabus (where they reflect learning objectives that have already been determined)

f) A support for less experienced teachers who have yet to gain confidence. Some important points above are going to consider in the material designing process. It has been told that the materials have crucial role. They basically are seen by principle and approach in materials writing and adopting.

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2.4 Teaching EFL Young Learners

In teaching learning process, the achievement of students can be one of the indicators of successful teaching for the teachers. To make students achieve the goal of teaching is however the main duty of the teachers. The process in the classroom is totally on the teacher hand to create the most effective and succesful process.

In the condition where young learners are being the main object of teaching actually will bring more benefits for the teacher.

2.4.1 Basic Principles of Teaching Young Learners

Joan Kang Shin says that there are some basic principals of teaching young learners in term of how children learn, characteristics of young learners, language learning environment, and ten helpful teaching English to young learners.

2.4.1.1How Children Learn

Piaget (1970) says that the children are active learners and thinkers. Children construct knowledge from actively interacting with the physical environment in developmental stages. They learn through their own individual actions and exploration. Vygotsky (1962) says also that children learn through social interaction. Children construct knowledge through other people, through interaction with adults. Adults or teachers work actively with children in the Zone of Proximal Development (ZPD). Zone of Proximal Development (ZPD) = difference between the child's capacity to solve problems on his own and his

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capacity to solve them with assistance. Bruner says that (1983) children learn effectively through scaffolding by adults. The adult‟s role is very important in a child‟s learning process. Like Vygotsky, Bruner focused on the importance of language in a child‟s cognitive development. He shows how the adult uses “scaffolding” to guide a child‟s language learning through finely-tuned talk. (Cameron, 2001)

2.4.1.2 Language Learning environment

Although children may use similar processes for acquiring L1 and L2, the environment for L1 and L2 acquisition can be quite different (Brewster, Ellis and Girard, 2004). For the L1 environment, three common environment are

 the language is highly contextualized

 in the real world the language used is authentic  learner highly motivated

The different environment can be found in L2, where

 language more decontextualized

 in the classroom the language used tends to be artificial  learners may not be highly motivated

Therefore, it is important to remember that an early start alone will not necessarily improve children‟s ability to learn English. It is also very important that L2 instruction include language structures that are presented within a context that is meaningful and communicative.

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2.4.1.3Helpful Ideas for Teaching English to Young Learners

Teaching English to Young Learners (TEYL) is a rapidly growing field around the world, and English education is increasingly found at the primary levels. However, starting earlier is not necessarily the solution for producing better English speakers. Therefore, what EFL teachers of young learners can do to take advantage of the flexibility of young minds and the malleability of young tongues to grow better speakers of English are following:

1. Supplement activities with visuals, realia, and movement.

Young learners tend to have short attention spans and a lot of physical energy. In addition, children are very much linked to their surroundings and are more interested in the physical and the tangible. As Scott and Ytreberg (1990) describe, “Their own understanding comes through hands and eyes and ears. The physical world is dominant at all times.” Therefor, some crucial points following are important to consider:

 Using brightly colored visuals, toys, puppets or objects  Community donations for toys and objects

 Creating a“Visuals and Realia Bank”

 Using Total Physical Response (TPR) by James Asher (1977)  Using TPR Storytelling

2. Involving students in making visuals and re alia.

Having children involved in creating the visuals that are related to the lesson helps engage students in the learning process by introducing them to the context as well as to relevant vocabulary items. Students are more

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likely to feel interested and invested in the lesson and will probably take better care of the materials (Moon 2000).

 Students draw different characters for a story or make puppets, masks, play-do sculptures

 Collaborating with the art teacher to make the visuals you need for you activities

 Students contribute their own toys for the lesson (“Show and tell”) 3. Moving from activity to activity

Young learners have short attention spans. For ages 5–7, they keep activities around 5 and 10 minutes long. For ages 8–10, they keep activities 10 to 15 minutes long. Scott and Ytreberg (1990) suggest creating a balance between the activities in the column on the right side.

 Quite/noisy exercises

 Different skills: listening, talking, reading, writing  Individual, pair work, group, whole class activity  Teachers-pupils, pupil-pupil activities

4. Teaching in themes

A thematic unit, a series of lessons on the same topic or subject, can create broader contexts in which to teach language, recycle language from lesson to lesson, and allow students to focus more on content and communication than on language structure.

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 Common themes for YLs: animals, friends, family, environment, citizenship, shopping, or units revolving around a storybooks, websites celebrity, or movies students like

 Themes based on curricula from students‟ other subjects are also effective (Haas 2000)

In order to have a good learning material, the nature of children or EFL young learners in learning language should be known first. They, who are in the young age to learn English, have the posibbility to give various risk and those will always be coming. By knowing the helpful ideas in teaching them, we at the end can be able to realize and consider it.

2.4.2 Teaching Vocabulary to Young Learners 2.4.2.1 Vocabulary

Vocabulary has been always seen as main resource for language use. The chance for the young learners to build a core of words for further learning started from learning language especially learning vocabulary. Learning vocabulary is about learning words. The essential part of the language learning is the lexicon or vocabulary of the language ( Finnochiaro, 1967). This theory emphasizes that there is no language learning without vocabulary learning. According to Wallace (1987) vocabulary is the stock of word used by the people, a particular class of people or even person which means that the lack of words or vocabulary affects the learners to convey the message in the target language. Vocabulary is the total number of words that with the rules of combining them make up the language (Hornby, 1986:959)

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Cameron (2001) divides the vocabulary into two categories, function and content words. He states that the content words form an „open set‟ in that new content words can be invented and they are refers to those that carry a lexical meaning which are nouns (e.g. house). They can be taught in more planned and explicit ways. One of content words represents nouns which is the name of subject or things. According to Frank(1972:6) based on the meaning, noun can be classified into five types, proper noun(Mr. Harry, Paris, Indonesian, Mother’s Day), concrete noun(table, pencil), abstract noun( clever, mind), countable noun (apple, chairs), uncountable noun (salt, meat),and collective noun (committee, class, crew).

2.4.2.2 Vocabulary Teaching

Nation (1974:68) states that there are three things that the teacher should know when teaching vocabulary which are teaching the shape or the forms of the words, the meaning of the words and the forms of the word together. Nations (1990:18) adds that there are three things to be taught in teaching vocabulary:

1. Teaching the words form, they are spelling and pronunciation

The teacher can conduct this through teaching students on how to pronounce the words. It can be applied by giving model first and letting students to practice the correct pronunciation.

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For teaching the meaning of words, the teacher can start to introduce the new vocabulary to students under the certain topic or using context.

3. Teaching the use of words

The teacher provide the sentences that using the target words and the students can identify the function or the uses of the word based on its position or domain in the sentences.

According to the explanation above, it can be marked that teaching vocabulary is about teaching the meaning of words, besides teaching the kind of words and function of the words in order to enable students in comprehending vocabulary in the target language.

2.4.2.3 Young Learners

Young learners can be categorized into two those who are under seven years old called very young learners and those who are seven till twelve years old. The following are the characteristic of young learners

Very Young Learners

Those very young learners are the students within the age under seven years old.

1) They acquire through hearing and experiencing lots of English, in much the same way they acquire L1

2) Learning things through playing; they are not consciously trying to learn new words or phrases –for them it‟s incidental

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3) They love playing with language sounds, imitating, and making funny noises

4) They are not able to organize their learning

5) They are not able to read or write in L1; important to recycle language through talk and play

6) their grammar will develop gradually on its own when exposed to lots of English in context .

Young Learners

The very young learners are different with the young learners in term of the age as they are being classified with each characteristic. They are around 7 untill 12 years old within some following characteristics such as

1) they are learning to read and write in L1 2) the young learners are developing as thinkers

3) they understand the difference between the real and the imaginary 4) they can plan and organize how best to carry out an activity 5) they can work with others and learn from others

6) they can be reliable and take responsibility for class activities and routines

2.5 Language Learning Skills

2.5.1 Oral Skills for Young Learners

The importance of the meaning has been the main issue in oral skills. Young learners probably can follow the process in the classroom and activities even if they do not understand what they actually do. However, it can be meant that they

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cannot let themselves learning as well. Young learners need support from the teacher to find the meaning in language in learning language. Vygotsky (1962) says that when we interact we use words to try to capture our own and other people‟s „sense‟, our own particular contextualized understanding and connotations for events and ideas. The role of the meaning here basically is needed where the children can find it simply through the vocabulary. For the children learning vocabulary of a foreign language, this case has related to the vocabulary development which is about learning words. Cameron (2001) says that learning words is a cyclical process of meeting new words and initial learning, followed by meeting those words again and again, each time extending knowledge of what the words mean and how they are used in the foreign language.

2.5.2 Literacy Skills for EFL Young Learners

Literacy skills are both being able to read and write with each different purpose. The important point is that the literacy itself cannot be separated from the everyday life of children and adult. Likely, children can find the written text everywhere such in television, at the store, library, and so on. They sometimes are involved to do writing and reading such as having the birthday invitation, write a short message to friend or they look for the book at the bookstore. Barton (1994) in Cameron (2001) says that the literacy event is an activity such as story-book reading or sending birthday cards in which reading and writing are involved. Cameron (2001) says that learning detail of how texts are written and can be understood is crucial to children‟s educational and personal development and can be helped by good teaching.

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The knowledge and skills that are used to extract information at the various text levels however will be counted on the process of constructing meaning from written language. The information levels start from the letters, syllables, morphemes, words, sentences or clause, paragraph and text. The young learners in this case will start on the word and sentence level. At the word level, children‟ early reading often begin by recognition the whole words which is meaning-driven and links words to the concepts. Cameron (2001) says that word recognition knowledge is a good starting to read and skills need to be developed upwards to sentences and downwards to smaller, intra-word, units. At the sentence level, Cameron (2001) says that skilled readers draw on their „close-up‟ grammatical knowledge of how words are connected to produce the meaning and group of words with a sentence that belong together are automatically recognised as units and processed together, e.g. once upon a time.

There are several factors that can affect learning to read in EFL. They are, based on Cameron (2001), the nature of written forms of the first language, the learners‟ previous experience in L1 literacy, the learners‟ knowledge of the FL and the learners‟ age.

Each language is structured differently and it offers users different cues to meaning. At the result, when learners meet a new language, the brain automatically tries to apply the first language experience. In the other word, learning a foreign language is about developing new understanding the specific cues to the meaning of new language gives.

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Social aspects of first language literacy impact the learning process to read in a foreign language. It has the possibility for the learners to mix knowledge, skills and strategies between their languages with foreign language.

The learners‟ knowledge of foreign language, according to Cameron (2001), has the factors such phonological awareness in the FL, the ability to hear the individual sounds and syllables that make up words will develop from oral language activities such as saying rhymes or chants and singing songs.

Another factor is the age. Cameron (2001) says that by the time children reach 10 years of age or thereabouts, their first language oracy and literacy are probably quite firmly established; they understand about how written text works‟ they are in control of the fine motor skills needed for writing; they are able to talk and think about differences between languages. So reading and writing can be part of foreign language at this age.

Language experience approach

Cameron (2001) says that this approach starts children reading and writing at the sentence level and its key feature is the child‟s use of his or her own experience as the topic of texts. Starting from the child‟s experience in order to produce text can be conducted in a foreign language classroom. Constructing sentences linked to current topics and vocabulary can be seen like children drawing a picture that is then written about or by illustrating a sentence they dictate to the teacher to „scribe‟ for them.

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2.6 Syllabus Design

The important thing that should be paid attention before designing material is that syllabus design. Syllabus design itself is the process of developing a sylabuss. A syllabus is a document, which says what will (or at least what should) be learnt (Hutchinson and Waters, 1986: 80). It provides a set of criteria for materials selection and writing. It is a specification of the content of a course of instruction and lists what will be taught and tested. A syllabus describes the major elements that will be used in planing a language course and provides the basis for its instuctional focus and content (Richards, 2001:152).

According to The Educational Resources Information Center, ERIC, there are six kind of language teaching syllabus. Almost all-actual language teaching syllabus are combination of two or more of the type definen. They are :

1) A structural (formal) syllabus

The content of language teaching is a collection for the forms and structures, usually grammatical of the language being taught.

2) A notional or functional syllabus

The content of language teaching is a collection of the functions that are performed when language is used, or of the notions that language is used to express.

3) A situational syllabus

The content of language teaching is a collection of real or imaginary situations in which language occurs or is used. A situation usually involves

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several participants who are enganged in some activity in a specific setting.

4) A skill-based syllabus

The content of the language teaching is a collection of specific abilities that may play a part in using language. Skills are things that people must be able to do to be competent in a language, relatively independently of the situation or setting in which the language use can occur.

5) A content-based syllabus

The primary purpose of instruction is to teach some content of information using the language that the students are also learning. Topical or content-based syllabus is composed around the theme, topic or other units of the contents. Through a topical syllabus, content is the starting point in syllabus design. The example of syllabus designed within these following themes such as sports, healthy, television and many others.

6) A task-based syllabus

The content of the teaching is a series of complex and purposeful tasks that the students want or need to perform with the language they are learning. The tasks are defined as activities with a purpose other than language learning.

For the practical benefits, a syllabus helps and makes the language-learning task appear manageable for the teachers and learners. That is how necessary is having a syllabus in language teaching for each teacher. In deciding which syllabus is going to be used is that depend on the learners‟ need in language learning.

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However, the researcher is going to apply a content-based syllabus in designing the materials considering that syllabus is going to be composed around the theme, topic or other units of the contents. Through a topical syllabus, content is the starting point in this syllabus design.

2.7 Theoretical Assumption

Based on the literature reviews that have explained before, the researcher assumes that materials design is a good learning material for EFL young learners. There are some main reason why it is said so. In developing the learning materials, the R & D cycle is going to be used while the planning and analysis will be conducted first within the aim is to find out the problem and what basically students need. In the developing process, the researcher uses some data from the steps before and considers the nature of EFL young learners in learning English . In implementing the materials design, the young learners are as the centre of learning process. Young learners are expected to cooperate better with the materials design in the implementing step so that the researcher then will be able to evaluate and revise the materials design as well.

The researcher assumes that if the materials design can work well in the learning process, the material design will be useful at the end to improve the learning process for EFL young learners in learning English.

In this chapter, we have discussed the concept of English as foreign language for young learners, children learning a foreign language, material development for EFL young learners, teaching EFL young learners, language learning skills,

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syllabus design, learners‟ roles in learning English as foreign language, teacher‟s roles in teaching EFL young learners, the theoritical assumption.

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III. RESEARCH METHOD

In order to answer the research problems, this chapter elaborates some important points, such as : research design, material development in educational research and development, model of development, tipe of data, technique of data analysis, validity, and research procedure.

3.1 Research Design

This research is a developmental research. To conduct it, the writer tries to apply a developmental research that yields a product, such as modules, learning program, learning designs, learning aids, evaluation or learning media which are acceptable to solve the problem (Soenarto, 2005).

The steps of this process are usually referred to as the R & D cycle, which consists of studying research findings pertinent to the product to be developed, developing the products based on these findings, field testing it in the setting where it will be used eventually and revising it to correct the deficiencies found in the field-testing stage. In more rigorous program of R & D, this cycle is repeated until the field-test data indicate that the product meets its behaviorally defined objectives.

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These following are the steps of Research and Development cycle taken from Borg & Gall, which are research and information collecting, planning, develop preliminary form of product, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, dissemination and implementation.The process of the R & D cycle in this research will however be helpful for the researcher. In the other words, R & D cycle can be catagorized into three main stages which are research and information collecting, developing preliminary product and evaluating. This design is going to use one class. The class that has been chosen will be observed in classroom. After observing as the first step, the researcher will conduct the document analysis and interview to get the more detail data that is usefull to have some overview of what basically learning materials given for young learners and interviews the English teachers. Then, materials design will be conducted in teaching and learning english for EFL young learner contexts. There will be the try out in the classroom to find out how the materials work well.

Figure 3.1 R&D cycle from Borg&Gall (Eny, 2012: 24) Research and

Information

collecting Planning

Dissemination and implementation Preliminary field testing Develop preliminary form of Product Main Product revision Main field testing Operational product revision Operational field testing Final product revision

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3.2 Material Development in Educational Research and Development

Research and Deveopment that is proposed one by Borg and Gall has been a crucial issue in educational research. It is not merely contributing to the education world, due to the educational research and development is kind of way and process in researching and developing some products, process, methods and so on in which are planning, developing, validating and revising. Furthermore, the learning materials, which is one of most important components in teaching and learning, need to be developed while the educational system is always trying to find the best way to achieve the goal of the education itself.

Borg and Gall (1983: 772) says that educational research and development (R & D) is a process used to develop and validate educational products. Learning materials is going to be the product of this educational research and development. There are some main steps in R & D cycle D (Borg, & Gall, 1983: 775) :

1. Research and information collecting. 2. Planning.

3. Developing preliminary form of product. 4. Preliminary field testing.

5. Main product revision. 6. Main field testing.

7. Operational product revision. 8. Operational field testing. 9. Final product revision.

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According to the R & D cycle, the process of developing takes more the

presentation of this process. The process doesn’t end to the developing steps.

Further more, it will be continued to the validating and revising steps.

3.3 Model of Development

Since this research uses a development design, the principle used is modified based on the development model of Borg and Gall. The model of Borg and Gall is modified in term of limiting the try out to a limited classroom because the product thai is developed is only intented to specific class. Furthermore, another modification of this development model is that having some experts to conduct the validation of the product. The adaption model of development still carries out the essential of research and development; the coverage of needs assessment, the involvement of experts to validate the product, and the try-out to find out the acceptability, usability, and utility.

The whole procedure is described in Figure 3.2 as the follows

Figure 3.2 Design of Current Study (in Hermaniar 2013, adapted from Borg and Gall)

Needs Assessment Reference study Material Development

Expert Validation Try-out

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In developing the supplementary material for EFL young learners, the model proposed by Borg and Gall is adapted. The model involves the following steps: needs assessment, reference study, material development, expert validation, try-out, and final product, as follows:

 Needs assessment

Need assessment is planned at the first stage of development to be made in order to get information in terms of topic and kinds of exercises related to the proportion of the supplementary materials. The subjects of the need analysis are the English teacher of fourth grade students. The English teacher is the one who has information of the situation in learning and teaching process and students are the one who use the developed workbook. There are some activities should be carried out in this step; first, an informal observation is conducted in order to see the teaching English in SD Al-Kautsar, what kind of source materials used by students, and what kind of workbook or worksheet used by students as supported tools. These activities are done by observing the teaching English in the classroom and having questions and answer session with the students to get the information related to the implementation and instrument in the classroom. This activity is also intended to get information about the learning situation and a relevant workbook for the students.

The next activity in this stage is having an interview session with the English teacher. Interview with the English teacher is intended to gather information about the current textbook and the expected product of the

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workbook. The interview hold to get information in terms of the aspects of the course description, course outline, current textbook, and the expected workbook. Another step in this need assessment stage is that collecting the documents that are used in teaching learning process including the competences. The competences here mean competences that should be achieved through the process of teaching and learning. The competences are standard and basic competences. To find out the starting point of

students’ needs toward vocabulary material, the researcher concerns on

basic competence determining what the students have known toward what they have learned. In addition, the test of vocabulary is in terms of certain vocabulary based on basic competence they have to achieve or the test itself is that they have already got in the other word is achievement score obtained from the English teacher. Besides that, students will be given written vocabulary test consisting of several topic and students will write the vocabulary under each topics with the correct spelling.

 Reference Study

Some references which are intended to give theoretical bases of the workbook development are studied in this stage. This stage is aimed at deciding the objectives, topics discussed in the supplementary materials and develop the supplementary materials for the topics available. The following step of this research is reviewing the existing material used in the classroom, the instructional goal based on syllabus, and the course outline. The existing English materials of fourth grade in SD AL-Kautsar used as the reference study. This step involves analyzing the competences

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that should be achieved in the teaching and learning. The basic competence is very considered toward whether throughout the exist materials used in the classroom help student in learning vocabulary or not and what the supplementary vocabulary materials need to develop.

 Supplementary Material Development

At this stage, the content is developed. As the supplementary material contains exercises, the activities in this stage will deal with them.After the general instructional objectives are formulated from reference study stage previously, the specific instructional objectives are formulated. The specific instructional objectives are elaborated into indicators that are used to develop the workbook. Relating to the task, material should lead to communicative and contextual aspects. Therefore, the task will cover the demand of course outline.

 Expert Validation

Validating the product is needed to evaluate whether or not the materials are rationally effective and applicable to facilitate certain activities for students in the class. The developed workbook is given to the expert to be validated to get valuable input from the feedback given. The feedback given by the expert is used to revise the workbook.

The experts who are involved in this stage are the expert in teaching

English to young learners’ material and the second is the expert in

education or lecturer. For the expert in teaching english to young learners materials, the expert should have taught it in university for at least 5 years, has master degree in English education. For the practitioner expert in

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education, the expert should teach in primary school for at least 5 years and has expertise in English education. All of the experts validate the content of the workbook, including the design, layout, competence coverage, and other criteria as they are presented in the checklist for expert validation on appendix. Through the expert judgment, some consideration related to strength and weaknesses of the workbook are dentified and the

content is improved. The criteria of the expert’s validation include cover

design, letter, typing, spacing, lay-out, organization of content, instructional objectives, topics, grammar review, tasks, instruction and language.

 Try-out

At this stage, the supplementary material developed is going to try out to the students, within the purpose to know whether the supplementary material acceptable and useable or not in teaching and learning English process. The supplementary material that is going to try out has been validated by the experts and revised based on the suggestion and correction from those experts. In try out process, the fourth grade students in SD Al-Kautsar are going to be interviewed toward the supplementary vocabulary material in learning. The data from try-out will be analyzed and used to revise the product.

 Product

The product is the supplementary material for fourth grade students in SD Al-Kautsar. It is in the form of a workbook which consists of practice and project based on the goal and objective required in the course outline.

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3.4 Type of Data

The data collected based on the procedure of development are in the three forms. The data are collected through needs assessment, expert validation and try out of the product.

In the needs assessment, the data are in the quantitative and qualitative form. The quantitative data are resulted from analyzing the achievement score and the qualitative data are resulted from observing and interviewing the English teacher.

In the expert validation, the data are also in qualitative and quantitative form. The quantitative data are the result of expert validation checklist and the qualitative data are in form of suggestion, comments and revisions from the expert.

The checklist from experts is scored by following the rating scale as following in Hermaniar (2013)

Tables 3.1 Rating scale for result of checklist

Response Point Description

Yes 5 The aspect is definitely

fulfilled

Partially 3 The aspect is only fulfill

basic description and need revision

no 1 The aspect is definitely

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3.5 Technique of Data Analysis

In the needs assessment, the data resulted from achievement score are presented in form of percentage. In the other word, this shows and tells about how many students answer the item correctly. In case if 50% students or more than it who answer the item correctly it can be meant that there are 50% students or more who have known the item well. As the result, the aspect that will be involved in the supplementary vocabulary material is that the item answered under 50% students and it can be consider to be put into the consideration of supplementary materials development. For the result of the interview, it is reported descriptively by concluding the data under several points of conclusions as goals of the course, the approaches, design, type of exercises, and workbook organization. However, the result of the achievement score analyzing and interview is used as the foundation of the need of supplementary material development for the students.

In the expert validation stage, the data gathered from the experts are analyzed quantitatively by using the percentage as can be seen in the following formula proposed by Sugiyono (2008) in Hermaniar (2013)

∑ (responses x weighting on each response) x 100% Percentage =

N x weighting the highest response

Discussion:

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N = The total number of all the items

To give decision on product’s quality, the researcher uses achievement level conversion as 5 for yes, 3 for partially, and 1 for no as in rating scale. The score is converted into description by following the range of 5-Scales criterion proposed by Kuswandi (2001) in Batunan (2011) in Hermaniar (2013) as follows.

Table 3.2 The Range of 5-Scales Criterion

Percentage Qualification Discussion

90% - 100% Very good No revision needed

75% - 89% Good No Revision needed

65% - 74% Enough Revision needed

55% - 64% Poor Revision needed

0% - 54% Very poor Revision needed

The comments from the experts are also taken as additional information. The product which is developed will be evaluated and revised for many times based on the data gathered from questionnaire and consultation with the expert. The final comments and suggestion from both experts are used as guidance for revising the product. There are 13 aspects. The data is presented by showing the aspect, score, and total score for each aspect.

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In the try-out stage, the researcher will interview students. The interview will be in small groups. Interview contains of some points that will be asks to the students and the list of the interview points presented in the appendix.

3.6 Validity

The researcher uses some methods in collecting the data which is commonly said as triangulation. Triangulation is the most common term of this collecting data method. Triangulation means the combination two or more in collecting data toward the same phenomenon. Triangulation is very important to enhance the authenticity and credibility of the data result (Setiyadi, 2006).

Altrichter et al. (1996: 117) says that Triangulation gives a more detailed and balanced picture of the situation. In this research, the researcher uses the methodological triangulation that involves some ways in collecting data : the observation, document analysis, interviews and validation sheet.

The crosscheck between the data obtained from observation, document analysis, interviews and validation sheet will be applied. This will be done to get the credibility of the different instruments.

3.7 Research Procedure

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Reference Study Need assessment

Material Development

Expert Validation

Try-out

Product Research and Information

Collecting

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1. Determining the object of the research

The researcher focuses on the English teaching materials used by the English teacher in SD Al-Kautsar. The English materials such English texbook that are used by the teachers in teaching young learners in SD Al-Kautsar. The English materials are learned by the fourth grade students in SD Al-Kautsar. The English materials include textbook, lesson plan, workbook, or anythings related to the teaching and learning process. The researcher concerns on the printed materials that are used by the teachers and students.

2. Observation and document analysis

To have the needs assessment, the researcher has an observation of EFL young learners classroom process as the base principle to find out the problem occured in the classroom within their learning materials. The document analysis will help the researcher to find out every written documents which relates to the learning process of the learners. The purpose of conducting the observation is to find out what the teaching and learning process in the classroom basically occurs through the English materials that they are have been using and how the students participate during the classroom process. Furthermore, the document analysis has the purpose to analyze the English materials documents whether the those

things have already fulfilled the students’ need so that the researcher can

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3. Preparing the interviews and conducting it

The interviews are conducted in the beginning to take the data of teachers who teach English and the students in order to find out their needs through interview. The researcher conducts the interviews before developing materials. The interviews are presented in the semi-structured interviews. While doing this, the researcher will use the same questions for each interviewing of the teachers to acquire their teaching experiences and the common activities occured in the classroom .

4. Designing and developing materials

The supplementary vocabulary material is developed based on the needs assessment. The data from needs assessment such observation, interviewing of English teacher and tests for the students are going to be used for the consideration of developing supplementary materials. Developing supplementary vocabulary material is based on the topics, target of words and vocabulary exercises.

5. Expert validation

In this step, the researcher have to validate the product through some experts. Each experts can fill the checklist based on the supplementary material that has been developed and is going to try-out to the students. Experts validation result will be the consideration of product revision before conducting the try out.

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6. Try-out

In this stage, after developing and validating the product, the researcher is going to have try out of product. Researcher will get the feedback from the students toward the supplementary material that they use in the learning process through interviews the students in small groups.

7. Product

The supplementary material has been validated and tried out. The product is revised based on the result of try-out. The final product is in form of workbook of supplementary vocabulary material for fourth grade elementary students.

We have talked about several points in this chapter. This chapter has elaborated some important points, such as : research design, material development in educational research and development, model of development, tipe of data, technique of data analysis, validity, and research procedure.

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V. CONCLUSION AND SUGGESTION

The last chapter of the research consists of two sub headings which present some conclusions derived from the research and development activities concerning the development of supplementary vocabulary material and some suggestion toward the use of product that has been developed.

5.1 Conclusion

After conducting the whole process of this developmental research, the conclusion is presented on how to make use of the supplementary vocabulary material and how to make it better based on each stages of the procedure passed to improve supplementary vocabulary material.

The model (Hermaniar, 2013) used in this research is appropriate in research and development of supplementary vocabulary material since it is systematic, the concept is comprehensible and the principle and the procedure are easy to be applied consisting need assessment, reference study, material development, expert validation, try out and product. The first steps in this developmental research are

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need assessment and reference study. It is conducted to collect the data from students through tests, English teachers through interview, observation, and document analysis through reference study. The next step is developing the product. In process developing, the data from need assessment become the basis of the developing the supplementary vocabulary material. Another step is expert validation. The expert validation stage takes some roles from the experts who have expertise in English language teaching, material development and practitioners or English teachers. The results of expert validations are considered in revision process before trying out to the students. After expert validation, try out of the product is conducted to make sure that the student can accept and agree with the supplementary vocabulary material. The result of try out process is used to be the last consideration for revising the supplementary vocabulary material. The try out process is the last step before the product comes without revision and all steps have been done.

5.2 Suggestion

After conducting the whole process of this developmental research, some suggestions are presented on how to make use of the supplementary vocabulary material and how to make it . The comments from the experts, English teacher, and also students can be used to improve supplementary vocabulary material.

1. For the improvement of the supplementary vocabulary material, it is necessary for another researcher or people who are interested in the supplementary vocabulary material to try-out all of 4 units in the

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workbook to get the information about the strength and weaknesses of each chapter.

2. For the future researcher especially who are interested in materials development area or who are going to conduct another educational developmental research, this research can be used as one of the references for developing materials for English class or especially for vocabulary focus or others material skill in English subject. The stages can be followed and revised based on the purpose and scope of the research. 3. For the future researcher, it is hoped that the whole procedures of the

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6. Try-out

7. Product

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V. CONCLUSION AND SUGGESTION

5.1 Conclusion

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5.2 Suggestion

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workbook to get the information about the strength and weaknesses of each chapter.

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REFERENCES

Allwright, R. L.1990. Autonomy in Language Learning Pedagogy. CRILE Working Paper 6. Centre for Research in Education, University of Lancaster.

Altrichter, H., Posch, P. and Somekh, B. 1996. Teachers Investigate Their Work;

An Introduction to the Methods of Action Research. London: Routledge.

Borg, Walter R. and Gall, Meredith D. 1983. Educational Research: An

Introduction (4th Ed). New York : Longman.

Brewster, J., Ellis, G., and Girard, D. 2004. The Primary English Teacher’s

Guide. London: Penguin.

Bruner, J. 1983. Child’s Talk: Learning to Use Language. Oxford: Oxford University Press.

Cameron, L. 2001. Teaching Languages to Young Learners. Cambridge: Cambridge University Press.

Dubin, Fraida, and Elite Olshtain. 1986. Course Design: Developing Programs

and Materials for Language Learning. Cambridge: Cambridge University

Press.

Gagné, R. M., and Briggs, L. J. 1974. The Principles of Instructional Design (1st ed.). New York, NY: Holt.

Haas, M. 2000. Thematic, Communicative Language Teaching in The K-8

Classroom. ERIC Digest. EDO-FL-00-04. Retrieved August 29, 2004,

from http://www.cal.org/resources/digest/0004thematic.html

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Moon, J. 2000. Children Learning English. Oxford: MacMillan Heinemann.

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Developing Supplementary Vocabulary Material for EFL Young Learners

ABSTRACT