A set of vocabulary materials for outdoor learning activity for fifth graders of SD N Jaranan - USD Repository
A SET OF VOCABULARY MATERIALS FOR OUTDOOR LEARNING ACTIVITY FOR FIFTH GRADERS OF SD N JARANAN A SARJANA PENDIDIKAN THESIS
Presented as a Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Sepsi Diah Setyarini Student Number: 081214050 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2013
A SET OF VOCABULARY MATERIALS FOR OUTDOOR LEARNING ACTIVITY FOR FIFTH GRADERS
OF SD N JARANAN A SARJANA PENDIDIKAN THESIS
Presented as a Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Sepsi Diah Setyarini Student Number: 081214050 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2013 i ii
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DEDICATIONS
This thesis is dedicated specially to Allah SWT. My
beloved parents: Sukardi and Tri Mulyati, my lovely
sisters Diah Pramu Sinta and Dian Rizqi Ramadhani, and my close friends Indah, Sely,. Niken, Diah, and Tia. I thank them for everything
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work of parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
th
Yogyakarta, 10 December 2012 The writer
Sepsi Diah Setyarini 081214050
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Sepsi Diah Setyarini Nomor Mahasiswa : 081214050
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
“A SET OF VOCABULARY MATERIALS FOR OUTDOOR LEARNING
ACTIVITY FOR FIFTH GRADERS OF SD N JARANAN” beserta perangkat
yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, dan mengelolanya dalam bentuk pangkalan data, mendistribusikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun member royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 10 Desember 2012 Yang menyatakan Sepsi Diah Setyarini
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ABSTRACT
Setyarini, Sepsi Diah. 2012. A Set of Vocabulary Materials for Outdoor
Learning Activity for Fifth Graders of SD N Jaranan. Yogyakarta: English
Language Education Study Program, Sanata Dharma University.Mastering English is important. Considering the importance of English the Indonesian government put English in the curriculum since 1994 as a local content. Teaching English to children is different from teaching adults. Therefore, the teacher should be creative in selecting the materials. Therefore, this study was intended to design a set of vocabulary material for outdoor learning activity for fifth graders of SD N Jaranan. There is a question formulated in the problem formulation. The question is what does a set of vocabulary materials for outdoor learning activity for fifth graders of SD N Jaranan look like?
To solve the problem, the writer adapted six steps of Educational Research and Development (R&D) method. They were Research and information collecting, Planning, Developing Preliminary form of product, Preliminary testing, Main product revision, and Main field testing. Meanwhile, in order to present a set of vocabulary materials for outdoor learning activity for fifth graders of SD N Jaranan the writer combined two models of instructional design, Kemp’s and Yalden’s models. The steps were (1) research and information collecting (2) specifying the goals, topics, and general purpose (3) formulating learning objectives (4) selecting the subject content (5) selecting teaching learning activities and resources, (6) evaluating the designed materials, (7) implementing the designed materials.
In this study, the writer presented the final version of the designed materials. It consists of two units. They are Friday Morning Activities and Let’s
Buy Fries. Each unit is divided into six parts. They are stimulation, let’s listen,
let’s speak up, let’s read aloud, let’s write, and let’s play game. The outdoor
learning activities could be seen in the game sections. In the game sections the students were demanded to conduct the activities outside the classroom.
The results showed that the designed materials were authentic, interesting, and understandable. Therefore, the designed materials are appropriate to be given to the fifth graders of SD N Jaranan. The writer hopes that the designed materials offers benefits for the students.
Key words: Local Content, Vocabulary, Outdoor Learning Activity, SD N Jaranan.
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ABSTRAK
Setyarini, Sepsi Diah. 2012. A Set of Vocabulary Materials for Outdoor
Learning Activity for Fifth Graders of SD N Jaranan. Yogyakarta: Program
Studi Bahasa Inggris, Universitas Sanata Dharma.Memahami Bahasa Inggris merupakan hal penting. Menyadari pentingnya
pelajaran Bahasa Inggris pemerintah telah memasukkan pelajaran Bahasa
Inggris ke dalam kurikulum sejak tahun 1994 sebagai muatan lokal. Berbeda
dengan siswa dewasa, mengajar pelajaran Bahasa Inggris kepada anak kecil
cukup sulit. Oleh sebab itu, guru harus kreatif dalam memilih materi. Oleh sebab
itu, penelitian ini bertujuan untuk menyusun sebuah set materi kosakata Bahasa
Inggris untuk pembelajaran di luar kelas bagi siswa kelas lima di SD N Jaranan.
Terdapat satu masalah yang dirumuskan ke dalam pertanyaan penelitian.
Permasalahan tersebut adalah bagaimanakah penyajian satu set materi tersebut?
Untuk menjawab pertanyaan tersebut penulis mengadaptasi enam langkahdari metode Educational Research and Development (R&D.) Langkah-langkah
tersebut diantaranya: Penelitian dan pengumpulan informasi, Perencanaan,
Penyusunan bentuk produk awal, Uji coba lapangan, Revisi produk utama, Uji
coba lapangan utama. Selain itu, untuk mempresentasikan sebuah set materi
kosakata Bahasa Inggris untuk pembelajaran di luar kelas bagi siswa kelas lima
di SD N Jaranan penulis mengkombinasikan dua model instruksional, yaitu model
dari Kemp dan Yalden. Langkah- langkah yang dilakukan adalah (1) penelitian
dan pengumpulan informasi (2) menentukan tujuan, topic, dan tujuan umum (3)
merumuskan indicator (4) menyeleksi dan menyusun isi (5) menyeleksi kegiatan
dan sumber belajar (6) mengevaluasi materi dan (7) menerapkan materi.Dalam penelitian ini, penulis menyajikan rancangan akhir dari materi
yang disusun. Materi tersebut terdiri dari dua unit. Unit pertama berjudul Friday
Morning Activies. Unit yang kedua berjudul Let’s Buy Fries Masing-masing unit stimulation, let’s listen, let’s speak up, let’s read aloud,
terdiri dari 6 bagian, yaitu
let’s write, and let’s play game. Kegiatan di luar kelas dapat dilihat ketika sesi
permainan. Pada saat sesi permainan siswa diminta utnuk melaksanakan
akitivitas pelajaran di luar kelas.Dari hasil evaluasi menunjukkan bahwa desain materi yang disusun
bersifat autentik, menarik, dan dapat dipahami. Oleh karena itu, desain materi
tersebut cocok untuk diterapkan pada siswa kelas lima SD N Jaranan. Penulis
juga mengharap bahwa desain materi ini bisa benar-benar memberikan manfaat
untuk para siswa.Kata Kunci: Local Content, Vocabulary, Outdoor Learning Activity, SD N
Jaranan
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ACKNOLEDGEMENTS
First of all I would like to give my greatest gratitude to Allah SWT for blessing, health, and opportunity for living and experiences in completing my thesis.
I also realize that it is imposible to work by myself. Many people have contributed to the process in my writing of this thesis. Without their help and also spirit this thesis may not be completed. Therefore, I would like to express sincere gratitude to:
1. My beloved advisor Christina Kristiyani, S.Pd, M.Pd., for her patience, guidance, support, and comments she has given to help me finish this thesis.
2. Miss Adesti Komalasari, S.Pd., M.A., Ibu Erna Para Setyaningsih, S.Pd., and Ibu Sumartini, S.Pd., for their willingness to evaluate my designed materials.
3. All of the lecturers and the secretariat staff of English Language Education Study Program of Sanata Dharma University.
4. Ibu Hj. Sumaryati, S.Pd as the headmater of SD N Jaranan for giving me permission to conduct a research.
5. My beloved parents; Bapak Sukardi and Ibu Tri Mulyati for prayer and support.
6. My lovely sisters; Diah Pramu Sinta and Dian Rizqi Ramadhani for reminding me to finish my thesis soon.
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7. Aurelia Anindita, S.Pd and Desiderius Arista Yuan as the proof readers.
8. All of the fifth graders of SD N Jaranan on 2012/2013 accademic year.
9. My best friends in D’ Cyantikkss group; Sely, Niken, Tia, and Diah. I thank them for becoming my true friends.
10. My childhood friend Indah Ayu Sulistiani S.E., for support.
11. My beloved senior Marshel Tanamal, S.Pd., for joking during the proccess to finish this thesis.
12. Those whose names I cannot mention one by one for their help in completing this thesis.
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TABLE OF CONTENTS
Page TITLE PAGE ............................................................................................... i APPROVAL PAGE ....................................................................................... ii HALAMAN PENGESAHAN ........................................................................ iii DEDICATION PAGE ................................................................................... iv STATEMENT OF WORK’S ORIGINALITY .............................................. v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ............................. vi
ABSTRACT .................................................................................................. vii
ABSTRAK ...................................................................................................... viii
ACKNOLEDGEMENTS .............................................................................. ix TABLE OF CONTENTS .............................................................................. xi LIST OF TABLE .......................................................................................... xiii LIST OF FIGURE .......................................................................................... xiv LIST OF APPENDICES ................................................................................ xv
CHAPTER I INTRODUCTION A. Research Background ........................................................................ 1 B. Research Problem ............................................................................... 3 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 Instructional Design Model ..................................... 8 b. Yalden’s Instructional Design Model ................................... 12 2. Teaching Vocabulary .................................................................. 15 3. Outdoor Learning Activity .......................................................... 18 B. Theoretical Framework ..................................................................... 20
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xii
CHAPTER III METHODOLOGY A. Research Method ............................................................................... 24 B. Research Setting ................................................................................ 28 C. Research Participants ........................................................................ 28 1. The Participants of Research and Collecting Information .......... 28 2. The Participants of Evaluation ..................................................... 29 D. Instruments and Data Gathering Technique ...................................... 29 1. Instrument for Research and Information Collecting .................. 29 2. Instrument for Evaluation ............................................................. 30 E. Data Analysis Technique .................................................................. 30 F. Research Procedures ......................................................................... 32 CHAPTER IV RESEARCH FINDING AND DISCUSION A. The Steps of Designing A Set of Vocabulary Materials for Outdoor Learning Activity for Fifth Graders of SD N Jaranan 1. Research and Information Collecting .......................................... 33 2. Goal, Topics, and General Purpose ............................................. 35 3. Learning Objectives .................................................................... 36 4. The Subject Content .................................................................... 38 5. Teaching and Learning Activity .................................................. 39 6. The Designed Evaluation ............................................................ 39 7. Implementing the Design ............................................................ 43 8. The Design Materials .................................................................. 45 CHAPTER V CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ....................................................................................... 47 B. Recommendations .............................................................................. 48 REFERENCES .............................................................................................. 50
LIST OF TABLES
TABLE PAGE
3.1 The Description of the Participants ..................................................... 29
3.2 The Points of Agreement ..................................................................... 31
3.3 TheParticipants’ Opinion ...................................................................... 31 4.1.
The Result of Need Survey .................................................................. 34 4.2. The Learning Topics ............................................................................ 36 4.3. The Basic Competencies ..................................................................... 36 4.4. The Learning Indicators ....................................................................... 37 4.5. The Description of Participants ........................................................... 40 4.6. The Result of the Questionnaire .......................................................... 40 4.7. The Result of the Implementation Questionnaire ................................. 44
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LIST OF FIGURES
FIGURE PAGE
2.1. Kemp’s Instructional Design Model ...................................................... 12
2.2. Yalden’s Instructional Design Model ..................................................... 15
2.3. The Modified Instructional Models ........................................................ 23
3.1. The Combination step of R&D and the writer’s model .......................... 27
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- Interview Checklist .............................................................. 53
- Questionnaire ....................................................................... 54 Appendix C General Description of the Designed Materials ...........................
xv
LIST OF APPENDICES
Appendix Page Appendix A Letter of Permission .....................................................................
52 Appendix B Needs Survey
55 Appendix D Designed Materials Evaluation Questionnaires for the Expert ....................................................................................
57 Appendix E Result of the Evaluation Questionnaires for the Expert ..............
59 Appendix F Designed Materials Evaluation Questionnaires for the Students .................................................................................
61 Appendix G Result of the Evaluation Questionnaires for the Students ............
62 Appendix H The Syllabus .................................................................................
63 Appendix I Lesson Plan ...................................................................................
66 Appendix J The Learning Activities ................................................................
82 Appendix K The Final Designed Materials ......................................................
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CHAPTER I INTRODUCTION This chapter is concerned with the background of the study, the research
problem, the problem limitation, the research objectives, the research benefits, and the definition of terms. Each part is going to be explained clearly and reasonbly by the writer.
A. Research Background
Language is important for people in the world. Using language people can communicate and interact with others. One of the languages which is commonly used is English. Today, English has been used in many fields such as technology, science, information, and education. Therefore, mastering English is important.
Considering the importance of English, the government of Indonesia has included English in the curriculum 1994 as a local content. It was given from grade four (Depdikbud, 1994). It is conducted since the government of Indonesia expects that the students are able to master English and do not find any difficulties to communicate with other people. It is also appropriate if English is introduced in elementary school. The students have good opportunity since their brain is plasticity, which means that the brain has enormous capacity to absorb new knowledge easily (Kaswanti, 1998, p. 29). This idea is also supported by Penfield & Roberts (1959) who says that child learners are in the critical period. This argument means that children are superior to adults in learning second languages
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easily because their brains are more flexible. Cameron (2000, p. 2) also argues that children are more enthusiastic and lively as learners.
English is introduced as a local content where the students should learn four skills. They are speaking, listening, reading, and writing. Besides those skills, the students have to be able to master the vocabulary as English component. It is due to vocabulary which always deals with learning language. Krashen (1981) mentions vocabulary is the first aspect which should be given to the students rather than other aspects. Krashen also mentions that vocabulary is a basics to communicate and also important for the acquisition process. Having limited vocabulary will make the students have difficulties to learn other skills (speaking, listening, reading, and writing). Therefore, it is important to introduce vocabulary earlier to the children.
Meanwhile, teaching English to children and adults are different task. There are natural differences in the abilities and predispositions of adults and children that make the method effective in teaching them different (David Ruttinger). Brown and Norman (1987) also argue that every child comes from all types of home backgrounds and they have different intelligence, health, temperament, and tempo (p. 37). It makes many problems to arise during the learning process. Besides, English is the second language and quite new for the elementary students. Another reason comes from their own characteristics. The characteristics between the young learners and adults are different. The characteristics cover their way of thinking, attitude, and aptitude. Scot and Yteberg (1990, pp. 3-4) mention some general characteristics of the children such
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as (1) the children are imaginative. It means that they can tell the difference between fact and fiction, (2) the children are curious which means that they will ask the teacher or the instructor all the time, (3) the children have very short attention and concentration span. It means that the children can easily get bored.
To overcome their boredom, the activities should be varied and changed every 10- 15 minutes (Suyanto, 2007, p. 18). Those are the reasons why a teacher should be creative to think of the most appropriate activity in making the students interested and enjoy the learning process. It is common sense if an activity is enjoyable, it will be memorable; the language involved will ‘ stick’ and the children will have a sense of achievement which will develop motivation for further learning (Sarah, 1993, p. 6).
Having conducted an interview and observation in SD N Jaranan the writer found that the students have difficulty to memorize some new words and lack of vocabulary. The students get bored easily. That reason leads the writer to design a set of vocabulary materials for outdoor learning activity for the fifth grade of SD
N Jaranan . Outdoor learning is chosen since it will be interesting and memorable.
The purpose of the designed materials is to motivate the students to learn English especially vocabulary in the relaxed situation so that the students will not easily get bored. It is also aimed to prepare the students with some basics English vocabulary before they move to the higher level.
B. Research Problem
Considering the problems that were presented previously, the writer states the problem that is formulated as follows.
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What do the vocabulary materials for outdoor learning activity for the fifth grade of SD N Jaranan look like?
C. Problem Limitation
Looking at the discussion of the background above, the writer found that teaching English to young learners is not easy. Some problems come up during the learning process such as the students have difficulties in remembering new vocabulary. Sometimes the students are talkative and busy with themselves or other friends so that the teacher cannot handle the class. The students also get bored easily with the existing technique and activities used by the teacher in the whole of learning process. Therefore, the teacher has to create the different atmosphere and activities. It makes the writer only focus on designing a set of vocabulary materials for outdoor learning activity for the fifth grade of SD N Jaranan. The designed materials were made to help the students while they are learning English so that the students are able to achieve the objectives at the end of the lesson.
D. Research Objectives
The objective of this study is addressed to overcome the problem which is mentioned in the problem formulation. That is to present a set of vocabulary materials for outdoor learning activity for fifth graders of SD N Jaranan.
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E.
Research Benefits
This study was expected to give contribution to the educational field, especially in the teaching and learning vocabulary. It was addressed for those who are closely related to this study. The benefits were formulated as follows.
1. For the Students
This study designs a set of vocabulary materials for outdoor learning activity which are expected to release their boredom when they are learning English. Learning English through outdoor learning activity is also expected to make the students enjoy the process so that the students can achieve the goals of each lesson.
2. For the English Teacher
The result of this study is beneficial for the teacher as source to help the teacher teach English in a different way so that the students feel comfortable while learning English. Furthermore, the teacher can help the students to achieve the goals of the materials.
3. For the Further Researcher
This study is expected to give the next researchers input or information about the benefits of teaching vocabulary through outdoor learning activity. The result can be the reference for those who want to conduct outdoor learning activity for different grades or levels.
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F.
Definition of Terms
In this part, the writer presents some terms which are used in this study to avoid misunderstanding while the readers read this thesis. The terms are stated as follows: 1.
Instructional Material Design
The term design according to Tomlinson (2004) is an overall plan which governs the appearance and functions of materials. Therefore, instructional material design is a set of English materials that contains activities in class in order to prepare the students in learning English in the next level of education (Kemp, 1977, p. 6).
2. Vocabulary
Krashen (1981) argues that vocabulary is a basic to communicate and also important for the acquisition process. It means that vocabulary is important to introduce it as step to the children in order to help them understand utterances and to prepare them to learn English in the higher level (p. 12). Lado (1996, p. 114) states that vocabulary as a form of expression which is associated with the content of meaning. Vocabulary is best learnt when the meaning of the word is illustrated, for example by action (Sarah, 1993, p. 68).
3. Outdoor Learning Activity
Ford (1981) defines outdoor learning activity as an experiential process of learning by doing, which takes place primarily through exposure to the out-of- doors. By doing outdoor learning activity, the students can make the relationships, such as a relationship between people and a relatinship between natural resources.
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4.
The Fifth Grade Students of SD N Jaranan
The fifth grade students become the object of the study. Based on the observation which is conducted by the writer, the students of the fifth grade in SD N Jaranan lack vocabulary. Furthermore, the students get bored easily. Therefore, outdoor learning activity is an appropriate way to help the students enrich their vocabularies.
CHAPTER II REVIEW OF RELATED LITERATURE This chapter concerns the discussion related to the theories and literatures
underlying this study which is divided into two parts, namely theoretical description and theoretical framework.
A. Theoretical Description
This part discusses the theories related to the topic of this study. It consists of the theory of instructional design models, teaching vocabulary, and outdoor learning activity.
1. Instructional Design Models
There are many kinds of instructional design models which can be employed as the basic to design materials. In this study, the researcher used two models of instructional design as the theories. They were Kemp’s model (1977) and Yalden’s model (1987).
a. Kemp’s Instructional Design Model
The writer used Kemp’s model since this model provided the detailed-steps and it can also be started from any step. Kemp (1977) said that instructional design is the approach and procedures in instructional technology (p.8). This model can be applied at any education level such as elementary, secondary, and college. Kemp (1977, p.8) stated that there are three questions or elements which must be considered in designing materials. They are (1) what must be learned? (objectives), (2) What procedures and resources will work best to reach the 8
9 desired learning level? (activities and resources), (3) How will we know when the required learning has taken place? (evaluation). According to Kemp (1977) there is a plan which consists of eight (8) steps to answer those questions. They are stated as follows.
1) Goals, Topics, and General Purposes
Most of the instructional designs begin with a recognition of the broad goals of the school system. After recognizing the goal, the next step is listing the major topics which would become the scope of the basis for the instruction. The topics are usually a sequence from simple or concrete level to complex and more abstract level (Kemp, 1977, pp. 13-15). The last step is stating the general purposes (what want to be expected which is related to the broad goals of system).
2) The Learners Characteristics
In this part, the writer should recognize the factors that will affect the learners’ characteristics when designing on instructional plan. Kemp (1977) mentioned the two factors. They are academic factors and social factors. Academic factors consist of number of students academic background, grade- point average, level of intelligence, reading level, scores on standardized achievement and aptitude tests, study habits, background in the subject or topic, motivation for studying the subject, expectation of the course, vocational and cultural aspirations. Meanwhile, social factors include age, maturity, attention span, special talents, physical and emotional handicaps, relations among students, socioeconomic situation (p.19). in order to obtain the information of the learners’
10 characteristics, the writer may use observation, questionnire, interview, and test (Kemp, 1977, pp. 18-19).
3) Learning Objectives
The next step is learning objectives. It is important because it becomes the outcome of instruction. In this part, a good teacher should tell the students what are the goals which must be achieved at the end of the learning process (Kemp, 1977, p.23)
4) Subject Content
Kemp (1977) states that the content must closely relate to the objectives and the student’s needs (p.43). In other words, subject content should support the objectives. Kemp also mentioned that there are some questions which should be answered before listing the content, such as:
1. What specifically must be taught or learned in this topic? 2.
What facts, concepts, and principles related to this topic? 3. What steps are involved in necessary procedures relating to this topic? 4. What techniques are required in performing essential skills? (1977, p.45)
5) Pre-Assessment
Pre-Assessment is the prerequisite. The purpose of pre-assessment is to examine student’s preparation to learn the topics or units and measure the student’s understanding about the topics or units which have been learnt.
In this part it is important to find out the answer from the questions (1) to what extent each students has acquired the necessary prerequisities for studying the topic, (2) what the students may have already mastered about the subject to be
11 studied in order to plan learning activity and ensure that learners do not take their time on things they already know (Kemp, 1977, p.51).
6) Teaching / Learning Activities and Resources
In this part a teacher has to determine the most efficient and effective method which is continued by selecting the materials to provide learning experiences that will utilize the content associated with each objective (Kemp, 1977, p.55).
7) Support Services
Support services are required to implement the design plan. This part deals with support services which must be considered in the instructional plans.
They are funds, facilities, equipment, and personnel (Kemp, 1977, p.84).
8) Evaluation
Kemp (1977, p.91) argues that evaluation is the payoff step in the instructional design plan. The purpose of the evaluation is to examine the design materials, revise the design materials, improve the design to gain the best design materials and measure whether the materials already meet the objectives or not.
The steps of Kemp’s model are presented in figure 2.1 below.
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Figure 2.1 Kemp’s Instructional Design Model (Kemp, 1977, p.9) b.
Yalden’s Model
Yalden’s model is the second instructional design model which is used by the writer as the bases to construct a communicative syllabus. Yalden (1987) states that a communicative syllabus is a syllabus which is designed for describing a classroom experience which is more appropriate in an environment of real
Revise
Goals,
topics, and
general
purposes
Learning objective s
Pre assessment Support services evaluation
Subject content Learners character istics
Teaching /lea rning activities, Resources
13 language and art (p.85). According to Yalden (1987, pp. 101-145) there are eight (8) steps in constructing a communicative syllabus. The steps are stated as follows.
1. Need Survey
Need survey provides all of information which are related to the learner’s characteristics, learner’s needs, learner’s motivations, and communication requirements. The process of gathering all of the information is used to establish and accept the objectives.
2. The Description of Purpose
After all information in the need survey is completed, the next step is description of the purpose. According to Yalden, the purpose of this stage is to clarify the purpose of language program and establish the foundation for the major decision facing the language course designer when the designer of certain educational plan arrives at choices of a syllabus.
3. The Choice of a Syllabus Type
The third stage is the choice of a syllabus type. This stage is conducted when the general category of a language program has been decided. Yalden (1987, pp.86-87) describes that there are some components of a communicative syllabus. They are stated as follows.
a.
The purpose for which the learners wish to acquire the target language.
b.
The setting in which the learners will want to use the target language (physical aspects need to be considered, as well as social setting).
c.
The role in which the learners will assume in the target language.
14 d. The communicative events in which the learners will participate.
e.
The language function involved in communicative events, or what the learners will need to be able to do with or through the language.
f.
The notion involved, or what the learners will need to be able to talk about.
g.
The skills involved in the “knitting together” of discourse: discourse and rhetorical skills.
h.
The variety or varietes of the target language that will be needed, and the levels in the spoken and written language which the learners will need to reach. i.
The grammatical content that will be needed. j.
The lexical content that will be needed.
4. Production of a proto-syllabus
In this step the content of syllabus will have the preparation of syllabus specification. It means that it may cover general notions, discourse and rhetorical skills, variety of language, and communicative events.
5. Production pedagogical syllabus
In this step the designers should employ the pedagogical syllabus to provide a repertoire of words and phrases, chosen as exponents of function and to the topics identified as important to the learners.
6. Development of classroom procedure
The purposes of this step are selecting the techniques of teaching and types of exercises, preparing lesson plan, preparing weekly schedules.
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.
Need Descripti Selection/ Product Product Developme Evalua Survey on of Develop- ion of ion of nt and tion Purpose ment of porto- pedago implementa syllabus syllabu gical tion of type s syllabus classroom procedure
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
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 his/her aims. He/she 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
Previously, the writer has mentioned that vocabulary is important to be learnt before learning the other skills. According to Krashen (1981) having limited vocabularies, students will find difficulties in understanding the four skills. The students cannot take a part in a conversation if they do not know the meaning of the words used by others. The students will also find some problems in reading skill. They will not understand any passages or texts if they have limited
18 vocabularies. Those problems will also affect the rest of the skills. Therefore, mastering vocabulary is important.
3. Outdoor Learning Activity
Children and adults have their own characteristics. To give the best quality of teaching English to the children, the teacher should know their characteristics.
Scott and Yteberg (1990, pp. 3-4) describes the characteristics of the children. (1) They are imaginative, which means that they can tell the difference between fact and fiction, (2) they are curious so that they will ask the teacher or the instrutor in the learning procces, (3) they are able to make some decisions about their own learning, (4) they have definite views about what they like and do not like doing, (5) they are able to work with others and learn from others. In this opportunity the researcher conducts outdoor learning activity to overcome the students’ boredom.
Outdoor learning activity is a combination of adventure and environmental activities which are carried out outside the classroom. Ford (1981) defines outdoor learning activity as an experiential process of learning by doing, which takes place primarily through exposure to the out-of-doors. By doing outdoor learning activity, the students can make the relationships, such as a relationship between people and a relatinship between natural resources.
. Outdoor learning activity encompasses all of the children to do, see, hear, and feel. Based on The Early Years Foundation Stage journal (2007) outdoor learning activity offers so many opportunities which are addressed to the children to (1) be excited, energetic, adventurous, noisy, and messy, (2) talk, listen, interact, and make friends, (3) imagine, dream, invent, and fantasise , (4)