25 c.
External Interest and Activity Adolescences, both male and female, are interested in various kinds of thing
and activity. They are commonly interested in any activities in which they can directly practice their ability to show their interests.
d. Growth of Self-Regulation
Adolescences have already had a good self-control. They are already able to distinguish good and bad things. Even, they are able to have a good emotional
management.
B. Theoretical Framework
The theoretical description above gives us the understanding of instructional design, vocabulary, as well as the characteristics of the eleventh
grade students of Senior High School. The theoretical description becomes the basis of clarifying the theoretical framework of this study which then will lead us
to the actual description. In this study, the writer uses two kinds of instructional design models,
which are Yalden’s and Kemp’s. Not all the theories are applied in this study. However, all of those theories give the writer contribution in designing the
supplementary materials of vocabulary in contexts for the eleventh grade students of SMAN 1 Godean.
Vocabulary is defined as a number of words. Learning vocabulary is considered important in learning a language because vocabulary is the basis of
language. Without knowing words, people cannot communicate what they are
26 feeling and seeing, both in oral and written form. However, knowing words is not
enough. People should consider the appropriate words to express what they want to communicate in any situation. Due to that, learning vocabulary in context is
needed, especially for students, who are faced with various contexts in their topic of study.
According to Lado, there are three aspects of vocabulary learning, namely form, meaning, and distribution. In this study, the writer focuses on lexical
meaning and grammatical distribution. In addition, in designing the materials, the writer also concerns with the combination of direct and indirect vocabulary
learning approach. It means that the writer designs the materials in certain contexts through reading activities. Besides, the materials designed are also
focused on receptive and productive learning, which deal with recalling the meaning of words in contexts which had ever been heard and seen and then
produce foreign words by speaking and writing. The writer emphasizes those two vocabulary learning techniques because after enabling the students to recognize
the sound and meaning of English words, the students will also be given chances to freely use the English words in speaking and writing. To make the vocabulary
learning more effective, the writer also concerns with the repetition. In the materials, the writer tries to supply various reading activities so that
the students will not be bored. In addition, the writer also designs the materials which enable the teachers to apply all the vocabulary teaching principles
suggested by Allan Hunt and David Beglar, except diagnosing which of the 3,000 most common words learners need to study, providing opportunities for the
27 intentional learning of vocabulary, and examining different types of dictionaries
and teach students how to use them. The reason is because those three principles deal with translating the English words to Indonesian directly, which is not
recommended in the supplementary materials designed. Furthermore, in the supplementary materials, the writer wants to drill the students with the exposure
of English words. As it is stated previously, in designing materials, the writer applies
Yalden’s and Kemp’s Instructional Design models. From the Yalden’s, the writer only uses the first stage, needs survey, which is then called research and
information collecting. Meanwhile, the writer applies all the stages of Kemp’s model except “pre-assessment”. This step is omitted because the writer does not
apply it in the process of designing the materials. The reason why the writer uses these two instructional design models is that they could be easily understood and
are suitable with the steps used by the writer. The steps done by the writer were as follows:
1. Conducting research and information collecting
The research and information collecting is aimed at finding out the students’ needs. In this step, the writer collects information by distributing
questionnaires to the students and English teachers of SMAN 1 Godean. 2.
Identifying Goals, Topics, and General Purposes This step is aimed at determining the materials design. After identifying the
goals, the writer states the general purposes of each topic. The topics should express the general purposes of the designed materials, which is providing
28 lists and the exercises of vocabulary in context based on the topics that the
students have in class. 3.
Analyzing the students characteristics Knowing the students characteristics is needed to gain the information about
their capability, needs, and interests. 4.
Specifying the learning objectives The learning objective means what the students have to know or be able to do
after studying the topics. According to Kemp 1982: 23, the objectives must be stated in the terms of activities which will best promote learning. By
specifying the learning objectives, the writer considers what should be learned by the students in order to use the appropriate vocabulary in certain contexts.
5. Making list of subject contents
In this step, the writer needs to decide what content of the subject which was relevant with the learning objectives of each topic that will be listed.
6. Selecting teaching learning activities
Organizing teaching learning activities is considered important in order to conduct the successful teaching learning process in class. In this step, the
things that should be considered well are what the teacher and the students should do in class.
7. Selecting equipment
In this step, the writer should prepare any support services which are likely to help in designing materials.
29 8.
Evaluating The writer needs to conduct an evaluation to see what items of the design
materials which need revision as well as improvement.
30
CHAPTER III METHODOLOGY
The writer used a certain methodology to conduct this study, and this chapter is aimed at discussing the methodology systematically. The discussion
includes research method, research setting, participants of the research, research instruments, data gathering techniques, data analyzing techniques, and research
procedures.
A. Research Method
A certain methodology is needed as a guidance to conduct and organize the steps or the procedure of this study. Since this study is aimed at designing a
set of supplementary materials, educational research and development was considered the most appropriate methodology. As it is stated by Borg and Gall
1983 in Educational Research: An Introduction, educational research and development R D is a process used to develop and validate educational
products. Furthermore, as they state, the goal of R D is to take this research knowledge and incorporate it into a product that can be used in the school 1983:
771. Moreover, it increases the potential impact of the finding to the teaching practice by using them into usable educational product.
The steps of the development processes of the product themselves, as Borg and Gall explain further, are usually referred to the R D cycle. The R D cycle
consists of ten major steps. Those steps are Research and Information Collecting,
