15
7. Evaluation
This step is used to evaluate all components in the language program such as the students, the intructional program, and the teaching.
8. Recycling Stage
This is the last step in order to fit between goals set and the final performance of the learners. This step is called “recycling stage” because the
whole cycle can be begun again at this point, and adjustment made anywhere in the system based on the feedback gathered from the evaluation stage. All of the
steps of Yalden’s Model are presented in figure 2.2.
Figure 2.2. Yalden’s Instructional Design Model Yalden, 1983, p. 88 2.
Teaching Vocabulary
In this part, the writer gives information about teaching vocabulary. They are the nature of vocabulary, the principle of teaching vocabulary and learning
vocabulary, and the importance of vocabulary.
a. The nature of vocabulary
Lado 1996 defines vocabulary as a form of expression which is associated with the content of meaning p.114. Learning English or other
languages always deal with vocabulary. It indicates that vocabulary is important
Need Survey
Descripti on of
Purpose Selection
Develop- ment of
syllabus type
Product ion of
porto- syllabu
s Product
ion of pedago
gical syllabus
Developme nt and
implementa tion of
classroom procedure
Evalua tion
16 to be learnt before learning the other skills, listening, speaking, reading, and
writing. Buron supports that vocabulary is the range of world that can support the students to learn other aspect of language 1982, p.98.
Learning vocabulary not only focuses on the words and its meaning but also some aspects should be considered, such as recognizing, recalling,
pronouncing, spelling and using the words Wallace, 1982, p.144.
b. The Principle of Teaching and Learning Vocabulary
Unlike adults, children have their own characteristics. Helay 1987, p.49 says that children are not self-motivated and do not have an immediate need to
learn English. They are not concerned with job or university degree that requires knowledge of English. Their world is their daily games, events of interest to them;
new knowledge that may come across and question that their inquisitive mind may ask.
It makes the teacher has to know the principles to teach and learn vocabulary. Wallace 1982, pp.27-35 describes that there are eight 8 principles
of teaching and learning vocabulary. They are 1 Aims. In this part the teacher should focus on hisher aims. Heshe has to think of how many things are words
that could be achieved by the students. 2 Quantity. Deciding on the quantity of the vocabulary to be learnt might be started by asking a question like how many
new words in a lesson can be learned. 3 Need. The teacher has the responsibilty to choose the kind of vocabularies that are related to the students’ needs and
interest. 4 Frequent exposure and repetition. In teaching vocabulary repetition is important to know wheter the students have understood the target word or not.
17 Since the students are expectedto know a huge number of words the teacher
should teach the vocabulary regularly. 5 Meaningful presentation. Learners must have a clear and specific understanding on what the words denote or refer to so
the appropriate choice of word is needed. 6 Presentasi in context. The words should be presented in context. The words must be relevant with the students’
natural environment and collocates with. 7 Learning vocabulary in the mother tongue in the target language. It means that the ability of the learners’ second
language might acquire equally well in the first language. 8 Inference procedure in vocabulary learning. The ability of the learners’ second language might acquire
equally well in the first language. Nunan 2003, p.135 also mentions four principles in teaching vocabulary.
They are 1 It should focus on the most useful vocabulary, 2 It should focus on the vocabulary in the most appropriate way, 3 It should give attention to teach
the high frequency of words, 4 It should encourage learners to reflect on and take responsibility for learning.
c. The Importance of Vocabulary
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