Designing a set of vocabulary in contexts as supplementary materials for reading lesson for the eleventh grade students of SMAN 1 Godean.

DESIGNING A SET OF VOCABULARY IN CONTEXTS AS SUPPLEMENTARY MATERIALS FOR READING LESSON FOR THE ELEVENTH GRADE STUDENTS OF SMAN 1 GODEAN

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

YUKI MIJAYATI Student Number: 061214097

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

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DESIGNING A SET OF VOCABULARY IN CONTEXTS AS SUPPLEMENTARY MATERIALS FOR READING LESSON FOR THE ELEVENTH GRADE STUDENTS OF SMAN 1 GODEAN

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

YUKI MIJAYATI Student Number: 061214097

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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DEDICATION PAGE

This thesis is dedicated to: My beloved parents

Bapak Sumija & Ibu Triwiyati

and my little brother

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I wrote, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, 20 November 2010 The Writer

Yuki Mijayati 061214097

ABSTRACT

Mijayati, Yuki. 2010. Designing a Set of Vocabulary in Contexts as Supplementary Materials for Reading Lesson for the Eleventh Grade Students of SMAN 1 Godean. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Vocabulary mastery is one factor needed to master English language. All language skills – writing, reading, listening, and speaking – demand vocabulary mastery of the learners. The lack of the vocabulary meaning mastery also created confusion in using the vocabulary in the right contexts. From the data gathered, it was found that there was no any specific vocabulary teaching learning session at SMAN 1 Godean, even in reading lesson. However, it is a fact that the students need vocabulary knowledge to be able to understand the reading passages. Due to that, this study aimed at designing a set of vocabulary in contexts as supplementary materials for reading lesson for the eleventh grade students of SMAN 1 Godean. This study was concerned with two research questions, which are, 1) How is the set of vocabulary in contexts as supplementary materials for Reading lesson for SMAN 1 Godean designed? and 2) What does the set of vocabulary in contexts as supplementary materials for Reading lesson for SMAN 1 Godean look like?

To conduct the study, the writer employed R & D (Research and Development) Cycle. There were five steps applied in this study. The steps were: 1) Research and Information Collecting, 2) Planning, 3) Development of the Preliminary Form of Product, 4) Preliminary Field Testing, and 5) Main Product Revision.

To answer the first question, the writer applied eight stages of instructional design model, which were adapted from Kemp’s and Yalden’s. The stages were 1) Conducting research and information collecting, 2) Identifying Goals, Topics, and General Purposes, 3) Analyzing the students characteristics, 4) Specifying the learning objectives, 5) Making list of subject contents, 6) Selecting teaching learning activities, 7) Selecting equipment, and 8) Evaluating. To answer the second question, the writer presented the set of vocabulary in contexts as supplementary materials for Reading lesson for the eleventh grade students of SMAN 1 Godean. The materials consisted of six units. Each unit consisted of three sections, namely Let’s Get Started!, Let’s Get One Step Closer!, and Let’s Do It!.

The materials evaluation result showed that the participants mostly tended to choose number 3 and 4, which were as the representation of agree statement toward the designed materials. It showed that the designed materials were good and acceptable for the eleventh grade students of SMAN 1 Godean.

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ABSTRAK

Mijayati, Yuki. 2010. Designing a Set of Vocabulary in Contexts as Supplementary Materials for Reading Lesson for the Eleventh Grade Students of SMAN 1 Godean. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Penguasaan kosa kata adalah satu factor yang dibutuhkan untuk menguasai bahasa Inggris. Semua ketrampilan bahasa – menulis, membaca, berbicara, dan mendengarkan – membutuhkan penguasaan kosa kata dari pembelajar bahasa. Kurangnya penguasaan arti kosa kata juga menimbulkan kebingungan dalam penggunaan kosa kata pada konteks yang benar. Dari data yang didapatkan, dapat diketahui bahwa tidak ada waktu belajar-mengajar kosa kata yang khusus di SMAN 1 Godean, bahkan ketika pelajaran Reading. Meskipun demikian, nyatanya siswa membutuhkan pengetahuan kosa kata untuk dapat memahami teks-teks bacaan yang sedang mereka hadapi. Oleh karena itu, penelitian ini bertujuan untuk merancang satu set kosa kata dalam konteks sebagai materi tambahan untuk pelajaran Reading bagi siswa kelas sebelas SMAN 1 Godean. Penelitian ini difokuskan pada dua pertanyaan penelitian, yaitu 1) Bagaimana satu set kosa kata dalam konteks sebagai materi tambahan untuk pelajaran Reading bagi siswa kelas sebelas SMAN 1 Godean ini dirancang? dan 2) Seperti apakah penyajian satu set kosa kata dalam konteks sebagai materi tambahan untuk pelajaran Reading bagi siswa kelas sebelas SMAN 1 Godean tersebut?

Untuk melakukan studi ini, penulis mengimplementasikan R & D (Research and Development) Cycle. Ada lima langkah diterapkan dalam studi ini. Langkah-langkah tersebut adalah 1) Pengumpulan Penelitian dan Informasi , 2) Perencanaan, 3) Pengembangan Bentuk Awal Produk, 4) Pengujian Awal di Lapangan, dan 5) Perbaikan Utama Produk.

Untuk menjawab pertanyaan pertama, penulis menerapkan delapan tahap dari model perancangna, yang diadaptasi dari model Kemp dan Yalden. Tahap-tahap tersebut adalah 1) pengumpulan Penelitian dan Informasi, 2) menentukan tujuan, topik, dan tujuan umum, 3) menganalisa karakteristik siswa, 4) merumuskan indikator, 5) menyeleksi dan menyusun isi, 6) menyeleksi kegiatan belajar, 7) menyeleksi peralatan yang dibutuhkan, dan 8) Evaluasi. Untuk menjawab pertanyaan kedua, penulis menyajikan satu set kosa kata dalam konteks sebagai materi tambahan untuk pelajaran Reading bagi siswa kelas sebelas SMAN 1 Godean. Materi tersebut terdiri dari enam unit. Masing-masing unit terdiri dari tiga bagian, yaitu Let’s Get Started!, Let’s Get One Step Closer!, and Let’s Do It!.

Hasil evaluasi materi menunjukkan bahwa para partisipan kebanyakan cenderung memilih angka 3 dan 4, yang merujuk pada pernyataan setuju terhadap materi yang telah dibuat. Ini menunjukkan bahwa materi tersebut bagus dan dapat diterima dan digunakan untuk siswa kelas sebelas SMAN 1 Godean.

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Yuki Mijayati

Nomor Mahasiswa : 061214097

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

“DESIGNING A SET OF VOCABULARY IN CONTEXTS AS SUPPLEMENTARY MATERIALS FOR READING LESSON FOR THE ELEVENTH GRADE STUDENTS OF SMAN 1 GODEAN” beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal: 23 November 2010 Yang menyatakan

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ACKNOWLEDGEMENTS

First of all, I would like to express my greatest gratitude to Allah

Subhanahu wa ta’ala for the love, care, grace, and blessings in my life. Allah makes everything happen at the right time.

My sincere gratitude goes to my sponsor, Caecilia Tutyandari, S.Pd., M.Pd. for her correction, guidance, suggestions, and support during my thesis accomplishment. I am deeply grateful for all lecturers of English Education Study Program for guiding and teaching me during my study in Sanata Dharma University.

I sincerely thank to JB. Gunawan, M.A., Iswardani, S.Pd., Robertus Budi Wuryanto, S.Pd., and Widuratmi, S.Pd. for their to time to evaluate my materials, guidance, and suggestions. I would also say thanks to all secretariat staff of the English Education Study Program, especially Mbak Danik and

Mbak Tari. I deliver my best thanks to the eleventh grade students of IPA1, IPA2, and IPA3 of SMA 1 Godean, who had given me time and willingness to answer my questionnaires.

My deepest gratitude is addressed to my beloved parents, Bapak Sumija and Ibu Triwiyati. I thank them for their never-ending prayer, love, suggestions, patience, and support they have given to me. I also thank to my brother, Prasojo Agung, for the time we have shared together. I am grateful to the wonderful spouse, Pak Agung and Mbak Yessi, for the friendship and curhat sessions.

My special thank is also addressed to St. Fajar “Suboddongwanto” Pamungkas for his time, cares, patience, motivation, and help in any little thing I

do and also for the tears and laughter we have shared together. I also thank to my soulmates, Lukluk and Riyas Rahma, for the wonderful and unforgettable moments we have spent together. My gratitude also goes to LTI (Language Training Institution) staff: Pak Acep, Pak Pi, Mbak Wid “mamah cha”, Mbak

Dian, Mbak Ninik (for listening my crazy life stories), Mbak Fitri Suleks (for making me laugh and amused), Mbak Lisa, Mbak Zia, and Mas Adi (for sharing and objecting ideas and also for giving me wejangan at any unpredictable time). In addition, I would like to express the best honor to all teachers and staff of TK PKK 30 “Mulyorini” Argomulyo, Ibu Triwiyati, Ibu Nur Hidayati, Ibu Eka Sri, Ibu Sri Muryati, Ibu Yayan, Mbak Ponijah, and Lek Nah, for understanding me and giving me support to accomplish my thesis.

My thanks also go to Debby “Debbong” (for the friendship and sharing the thesis writing feedbacks and also bed and pillow), Mbak Christina Dewi (for the short computer course and also for the cover designs), my old friends: Mi2chyang, Yoan, Sidiq “De”, Rijaal “Mamad”, my SPD “Starfall” friends, my Play Performance “The Partner” friends, all of 2006 PBI students for the unforgettable moment during the study in Sanata Dharma University, and all the people whose names cannot be mentioned one by one here. May Allah Subhanahu wa ta’ala bless them all.

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TABLE OF CONTENTS

Page

TITLE PAGE ……… i

APPROVAL PAGES ……… ii

DEDICATION PAGE ……… iv

STATEMENT OF WORK’S ORIGINALITY ………. v

ABSTRACT ………... vi

ABSTRAK ……….. vii

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI …………. viii

ACKNOWLEDGEMENTS ………. ix

TABLE OF CONTENTS ……….. xi

LIST OF TABLES ……… xvii

LIST OF FIGURES ……….. xviii

LIST OF APPENDICES ………... xix

CHAPTER I. INTRODUCTION A. Research Background ………... 1

B. Problem Formulation ……… 4

C. Problem Limitation ………... 4

D. Research Objectives ……….. 5

E. Research Benefits ……….. 5

Page CHAPTER II. REVIEW OF RELATED LITERATURE

A.Theoretical Description ……… 8

1. Instructional Design ……….. 8

a. Yalden’s Instructional Design Model ………... 8

b. Kemp’s Instructional Design Model ………. 11

2. Vocabulary ……… 14

a. Aspect of Vocabulary Learning ……… 15

1) Form ………. 15

2) Meaning ………... 16

3) Distribution ……….. 17

b.Learning Vocabulary ……… 18

1) Approach ……….. 19

2) Method ………. 19

3) Technique ………. 19

c. Teaching Vocabulary ……… 20

1) Providing Opportunities for the Incidental Learning of Vocabulary ………... 20

2) Diagnosing which of the 3,000 Most Common Words Learners Need to Study ……… 20

3) Providing Opportunities for the Intentional Learning of Vocabulary ………... 21

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Page 4) Providing Opportunities for Elaborating Word

Knowledge ………... 21

5) Providing Opportunities for Developing Fluency with Known Vocabulary ……….. 22

6) Experimenting with Guessing from Context ... 22

7) Examining Different Types of Dictionaries and Teach Students How to Use Them …………... 23

3. The Eleventh Grade Students of Senior High School 23

a. Peer Identification ………. 24

b. Self-Reorganization ……….. 24

c. External Interest and Activity ………... 25

d. Growth of Self-Regulation ………... 25

B.Theoretical Framework ……… 25

CHAPTER III. METHODOLOGY A.Research Method ……….. 30

B.Research Setting ………... 34

C.Participants of the Research ………... 35

1. Participants of Research and Information Collecting 35 2. Participants of Preliminary Field Testing ………….. 36

Page

1. Instrument for Research and Information Collecting 36

2. Instrument for Preliminary Field Testing ………….. 37

E. Data Gathering Techniques ……….. 38

F. Data Analyzing Techniques ……….. 38

1. Participants’ Needs ………... 38

2. Evaluation on the Design Materials ……….. 39

G. Research Procedures ……… 40

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION A. The Research Results ……….. 42

1. Conducting Research and Information Collecting ... 42

a. Description of the Participants ……….. 43

b. Data Presentation and Analysis ……… 44

2. Identifying Goal, Topics, and General Purposes ….. 49

3. Analyzing the Students’ Characteristics …………... 50

4. Specifying the Learning Objectives ……….. 51

5. Making List of Subject Contents ……….. 54

a. Recognizing the English Words ………... 54

b. Recognizing the Words’ Meaning and Their Uses in Sentences ……….. 54

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Page

6. Selecting Teaching Learning Activities ……… 55

7. Selecting Equipment ……….. 58

a. Personnel ………... 59

b. Facilities and Schedules ……… 59

c. Equipment ………. 59

8. Evaluating ……….. 59

a. Description of the Participants of Preliminary Field Testing ……….. 60

b. Data Presentation and Analysis ……… 61

B. Discussion ……….. 64

C. Presentation of the Final Version of the Designed Materials ………. 66

CHAPTER V. CONCLUSIONS AND SUGGESTIONS A.Conclusions ……… 69

B.Suggestions ……… 71

1. Suggestions for the English Teachers of SMAN 1 Godean ………... 71

2. Suggestions for the Eleventh Grade Students of SMAN 1 Godean ……... 72

REFERENCES ……….. 73

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LIST OF TABLES

Tables Page 3.1The description of the first group of Research and Information

Collecting participants (Blank) ………... 35 3.2The description of the second group of Research and Information

Collecting participants (Blank) ………... 36 3.3The description of the Preliminary Field Testing participants

(Blank) ……… 36

3.4The participants’ opinion on the designed materials (Blank) … 39 4.1The description of the first group of Research and Information

Collecting participants ……… 43 4.2The description of the second group of Research and Information

Collecting participants ……… 44 4.3The elaboration of Competence Standard, Basic Competence, and

Topics ………. 50

4.4The elaboration of Indicators in each topic ……… 51 4.5The teaching and learning activities ………... 56 4.6The description of the Preliminary Filed Testing participants ... 60 4.7Degree of agreement on the designed materials ………. 61 4.8The results of the Preliminary Field Testing ……….. 61

LIST OF FIGURES

Figure Page 2.1 The stages of Language Program Development according to

Yalden’s model ………. 9

2.2 Kemp’s Instructional Design Model ………. 14 3.1 R & D Cycle and the Writer’s Model ………. 34 4.1Students’ perception about reading lesson in their class ……… 45 4.2How the students dealt with difficult words ………... 45 4.3 How the students learnt vocabulary ………... 47

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LIST OF APPENDICES

Page APPENDIX A: Surat Permohonan Ijin Penelitian ……….. 76

APPENDIX B: Surat Permohonan Evaluator Materi ………. 78 APPENDIX C: Questionnaires of the Research and Information

Collecting ………... 80 APPENDIX D: The Research and Information Collecting

Questionnaires Results ………... 85 APPENDIX E: Competence Standard, Basic Competence, and

Topics ……….. 92

APPENDIX F: Syllabus ………... 94 APPENDIX G: Lesson Plans ………... 104 APPENDIX H: Questionnaires of the Preliminary Field Testing … 122 APPENDIX I: The Results of the Preliminary Field Testing ……... 127 APPENDIX J: General Description of the Designed Materials …... 131 APPENDIX K: Presentation of the Designed Materials ………….. 136

CHAPTER I INTRODUCTION

This chapter discusses the research background, problem formulation, problem limitation, research objectives, research benefits, and definition of terms.

A. Research Background

Vocabulary mastery is one of the important factors to master a language. The language learners may find difficulties in their language learning process if they lack vocabulary. As we see, all of the language skills – writing, reading, listening, and speaking – demand vocabulary mastery of the learners. We can imagine then, how a person is able to speak when he does not know the words he wants to deliver, and how a person can produce a printed text if he does not know anything what to write on a piece of paper. Furthermore, because of lacking vocabulary, a person will also find difficulties in gaining any information when facing a reading text as well as a listening source since he cannot recognize any word from them.

As it is defined in 7th Edition of Oxford Advanced Learner’s Dictionary (2005), vocabulary is “all the words in a particular language”. Each word, especially English word, can have so many different meanings. Besides, it can also be used in so many different contexts. This situation creates confusion for some language learners. They often cannot use words in the appropriate contexts.

As a result, they do not know what the words mean when they are used in different contexts. This situation cannot be ignored since it can lead the communication misunderstanding. To solve this problem, language learners should be able to master English vocabulary and their meanings a lot so that they will be able to recognize, understand, as well as use the vocabulary in the right and in any contexts of use.

Considering the importance of the mastery of vocabulary in contexts, this study aims at providing a set of vocabulary supplementary materials for English language learners so that they will be able to gain more knowledge about vocabulary in contexts. To be more specific, the supplementary materials are designed to supplement the Reading lesson for the eleventh grade students of Senior High School. In this study, the writer chooses the eleventh graders of SMAN 1 Godean as the subject of the study. The reason is because, based on the information gathered, there is no any particular session of English class which focuses on learning vocabulary, even after having a reading lesson. Consequently, the students do not know how to translate the vocabulary correctly and accurately based on its contexts. It creates a problem in comprehending the reading passages they are reading. In addition, the materials applied by the teacher in class are from the textbook, which mainly focus on reading passages and doing comprehension questions. Due to that, the writer considers that the eleventh grade students of SMAN 1 Godean need the supplementary materials that the writer designs.

Based on the theories that are applied, the writer designs the supplementary materials containing of certain learning sections. Firstly, the

activities focus on receptive learning, which deal with recognizing English words in the context being discussed (by either sharing information with other students or answering questions provided), playing with the words, as well as pronouncing them. The next section still refers to receptive learning. The section deals with reading passages and applying the words introduced in the first section in the context. Lastly, the section focuses on productive learning, which the activities mostly deal with using the words in speaking (e.g. sharing ideas or opinion about the topic being discussed) and writing (e.g. producing sentences or making summary about the reading passage that has been read).

The set of vocabulary in contexts as supplementary materials for Reading lesson is in the form of Student’s and Teacher’s Book. The Student’s Book is designed for the students containing various exercises and activities. Meanwhile, the Teacher’s Book is specially designed for the teachers, which contains the exact copy of the Student’s Book and the key to the exercises and activities. Besides, the Teacher’s Book also contains guidelines for teachers so that they will be able to apply the materials and give guidance to students easily.

In addition, the vocabulary supplementary materials are designed based on a reading Basic Competence which is revealed in the first semester English syllabus of the eleventh grade of SMAN 1 Godean. The Basic Competence used is “to understand and respond meanings in monologue/ essay texts which use written language accurately, fluently, and acceptable in the form of report, narrative, and analytical exposition”. Then, why did the writer want to emphasize on vocabulary

its relationship to other words in a phrase or sentence – its context” (Dale & O’Rourke, 1971: 37). Related to reading, “the vocabulary in context enables students to determine meanings of words in reading, thus bringing meaning to the printed page to get meaning out of it” (Dale & O’Rourke, 1971: 37). In short, the vocabulary supplementary materials are expected to be able to help the students to learn vocabulary in context easily, effectively, and efficiently.

B. Problem Formulation

This study is conducted to find the answers of the formulated problems that the writer has composed. They are:

1. How is the set of vocabulary in contexts as supplementary materials for

Reading lesson designed?

2. What does the set of vocabulary in contexts as supplementary materials for

Reading lesson look like?

C. Problem Limitation

In this study, the writer focuses on the set of supplementary materials which is specified for promoting the vocabulary in contexts mastery. The set of supplementary materials is specially designed for eleventh grade students of

SMAN 1 Godean, and based on six topics that had been discussed with the

eleventh grade English teacher. Yet, the topics are still referred to the selected reading Basic Competence of the first semester English syllabus of eleventh grade of SMAN 1 Godean.

D. Research Objectives

This study has two objectives to elaborate as follows:

1. To describe how the set of vocabulary in contexts as supplementary materials for Reading lesson is designed.

2. To present how the set of vocabulary in contexts as supplementary materials

for Reading lesson look like.

E. Research Benefits

This study has three benefits for three groups of people as follows:

1. The students

It is hoped that the designed supplementary materials are beneficial for the students, as an encouragement and an alternative sources to learn more about vocabulary and the meanings in the certain contexts.

2. The English teachers

The designed supplementary materials are hopefully able to help English teachers in teaching vocabulary meanings in certain contexts and inspire the teachers to develop the more creative material designs that can be applied in their daily English teaching.

3. Other English language researchers

This study is expected to be able to encourage and inspire other researchers to conduct as well as design other supplementary materials for developing the language learners’ mastery of vocabulary in contexts.

F. Definition of Terms

These are some terms which need to be defined:

1. Vocabulary

“Vocabulary is a set of words that is the basis for making and understanding sentences” (Miller, 1991). Therefore, "without some knowledge of that vocabulary, neither language production nor language comprehension would be possible" (Anglin, 1993: 2). Laufer and Nation (1999) stated that “vocabulary provides the enabling knowledge, which is required to be successful in other areas of language proficiency”. Meanwhile, in this study, vocabulary is defined as all the words of English language, which are used by the speakers to communicate in spoken and written way in certain situations.

2. Supplementary Material

As it is cited in Journal Publishing Tag Library (2003), supplementary material is described as “additional data files that contain information directly supportive of the document, for example, an audio clip, movie, database, spreadsheet, applet, or other external file. Supplementary material may contain a preview image (e.g. the first frame of a movie, tagged as a graphic), with the caption/preview placed in a manner similar to a figure and a cross-reference made to the material from the text” (http://dtd.nlm.nih.gov/publishing/tag-library/1.0/n-r2x0.html). In addition, in this study, a supplementary material is described as an additional material which is aimed at completing the available learning material in order to get the better result of learning.

3. Context of Use

According to Jeanne McCarten (2007) in Teaching Vocabulary: Lessons from

the Corpus, Lessons for the Classroom, context of use is defined as “the situation in which people use certain vocabulary”. In this study, the definition of context of use is any situation in which the certain vocabulary is used and has certain meanings.

8 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the literature review of the research. This includes two main parts, namely theoretical description and theoretical framework.

A. Theoretical Description

This section discusses on some theories related to the study which are found in some books, journals, as well as articles. It consists of three main points, namely (1) Instructional Design, (2) Vocabulary, and (3) The Eleventh Grade Students of Senior High School.

1. Instructional Design

There are some theories in the model of designing a set of English instructional materials. The English Instructional Design models presented by the writer in this study are Yalden’s and Kemp’s.

a. Yalden’s Instructional Design Model

Yalden presents a design for communicative syllabus. It is a kind of syllabus which is “designed to describe classroom experience which more closely approximates an environment of a real language use” (Yalden, 1987: 109). There are seven stages of language program development proposed by Yalden. The stages are shown in the following figure.

 

Figure 2.1 The stages of Language Program Development according to Yalden’s model

The diagram above can be elaborated as follows: 1)Need Survey

Need survey is conducted to study the learners’ needs and state the objectives that suitable for the learners. Yalden states that the reason for this information gathering is to understand as much about the learners as possible prior as the beginning of the program in order to establish realistic and acceptable objectives (1987: 101).

2)Description of Purposes

This stage is proposed to clarify the purpose of language program based on the needs survey. The description of the purpose can be described in terms of the characteristics of the students and the skills on the students on entry to and on exit of the program.

3)Selection/ Development of Syllabus Type

This stage is selecting the syllabus type to be applied in the program. The syllabus chosen will consider the needs of the students and teaching learning activities.

4)Production of a Proto-Syllabus

This stage, as Yalden states, will give so much information about the content which the syllabus will have (1987: 138). In order to gain the description of the syllabus content, the designer should select the most effective syllabus and then determine the content covered by the syllabus.

5)Production of a Pedagogical Syllabus

In this stage, the designer chooses words and phrases based on the functions and the topics. The designer also develops teaching, learning, and testing approaches.

6)Development and Implementation of Classroom Procedures

According to Yalden, the development and implementation of classroom procedures can be divided into:

• Selection of exercise-types and teaching techniques • Preparation of lesson plan

• Preparation of weekly schedule

The three procedures above play a role as a monitor for the teacher to see the development of the classroom.

7)Evaluation

This stage contains the evaluation of the students, the evaluation of the program, and the evaluation of the teaching. The evaluation enables the designer to revise the types and the content of the syllabus.

b. Kemp’s Instructional Design Model

Jerold Kemp in his book Instructional Design (1977) mentions that in

making instructional design there are three questions that should be considered as essential elements:

1) What must be learned? (objectives)

2) What procedures and resources will work best to reach the desired

learning levels? (activities and resources)

3) How will we know when the required learning has taken place?

(evaluation)

According to Kemp, the instructional design model consists of eight parts:

1) Considering goals, listing the topics, and then stating the general

purposes for teaching each topic.

In this stage, a designer should decide the goals of designing the materials, select the most appropriate topics for the students, and draw the general purposes of objectives. According to Kemp (1977: 14), goals can be based on three factors. They are “society, learners, and subject areas”. To achieve the goals that have been drawn, a designer

the more complicated one. Stating what the teacher expects the students to achieve from every topic will also help to accomplish the objectives. 2) Enumerating the important characteristics of the learners for whom the

instruction is to be designed.

Learners’ characteristics, needs, abilities and interests will take big consideration in constructing the materials.

3) Specifying the learning objectives to be achieved in terms of

measurable student behavioral outcomes.

Learning objectives indicate specifically what learners are required to learn and the objectives are any abilities or behavior that can be measured and observed clearly. Due to that, the designer should specify the objectives of each topic explicitly and clearly so that the learners are able to understand and achieve them.

4) Listing the subject content that supports each objective.

There are two elements included in subject content, there are “organizing content and task analysis”. Organizing content aims to put the content in a good order so that it will be learnable for the learners. Task analysis is conducted to manage the procedures of teaching in a well sequenced order so that the procedures can support the learning.

5) Developing pre-assessments to determine the student’s background and

present level of knowledge about the topic.

There are two kinds of pre-assessment that should be conducted. They are prerequisite testing and pretesting. Prerequisite testing is conducted

to obtain the information about the learners’ background knowledge toward the topic. Meanwhile, pretesting is conducted to find out how far the students achieve the objectives.

6) Selecting teaching/ learning activities and instructional resources that will treat the subject content so students will accomplish the objectives. The designer should use the appropriate teaching methods and techniques in order that the objectives will be achieved in time.

7) Coordinating such support services as budget, personnel, facilities,

equipment, and schedules to carry out the instructional plan.

Support services such as “fund, facilities, equipment, and personnel” (Kemp, 1971: 84) influence much to the design plan. The absence of one element will really affect the other elements. Therefore, a material designer should not ignore these factors in the process of designing materials. The material designer should prepare any facilities which are likely to help the designing of the materials.

8) Evaluating students’ learning in terms of their accomplishment of

objectives, with a view to revising and reevaluating any phases of the plan that need improvement.

The last step is evaluating the learners’ knowledge whether the learning objectives had been achieved or not. Furthermore, the designer will do some revision and reevaluation to any stages which need improvement.

The writer decided to apply this model because it is flexible so that the process of designing and developing the supplementary materials can be done from any step.

Figure 2.2 Kemp’s Instructional Design model (1977: 7)

2. Vocabulary

What is meant by vocabulary here is mainly the English words. Bloomfield differentiates between a phrase and a word. He defines a phrase as a free form which consists entirely of two or more free form. Meanwhile, he divines

Revision

Goal, topics, and

general

purposes Learner

Charac-teristic

Learning objectives Evaluation

Teaching/ learning activities

Pre-assessment Support

service

Subject content

a word as a minimum free form; a free form which is not a phrase. Vocabulary is one of the important elements in a language. If someone does not know the basic vocabulary in a certain language, it will be difficult for him to communicate with people and understand the language in written and oral. Wallace (1982: 9) states that learning foreign language is merely learning its vocabulary. It is the basic for communication (Kranshen, 1983: 155). Vocabulary is also important in acquisition process. Carol (1971: 1) in Mckeown’s book (1987: 1) believes that the acquisition of vocabulary learning mostly occurs during the years of schooling.

“Although a considerable amount of vocabulary learning is associated with primary language learning in the early years, the acquisition of most of the vocabulary characteristic of an educated adult occurs during the years of schooling, and in fact, one of the primary tasks of the school, as far as language learning is concerned, is to teach vocabulary.”

Due to that, teaching vocabulary could never be neglected in teaching language.

a. Aspects of Vocabulary Learning

Learning vocabulary is not easy. It needs time and ways to learn. The vocabulary learning, as stated by Lado, covers three aspects, namely form, meaning, and distribution (1978: 277-279).

1) Form

The form of words, in most of languages, has three components: sound segment, stress, and pitch. The latest is for Thai and Chinese. In English, the word big is made up by three significant sound segments /'big/ and the stress is

be pig. Another example, the word present (adjective) consists of six sound segments /'preznt/ and the stress is on the first syllable. If we change the stress on the second syllable, it will be /pri'zent/, which is the word present (verb).

2) Meaning

To be successful in using vocabulary in communication process, someone

should know the meaning which attached to the vocabulary used itself. The problem which may rise is that word meaning is not always the same in one situation to another. In addition, meaning is also different from one culture to the other cultures. For example, as Lado explains (1987), people in Europe did not know the meaning of word corn (in the sense of maize) and potatoes until the American brought them to Europe by ships. Another example is Eskimos who know different kinds of snow and have different words to call them. People who experience the snow do not have as many meanings as Eskimos have. These meanings, as Lado emphasizes, are important for someone who translate a text from one language to another.

Further, as Lado (1987) adds, there are classifications of word meanings. Those classifications can be seen from the forms they are attached to. There are three classifications of meanings in English. The first classification is lexical meaning, the second is morphological meaning, and the third is syntactic meaning. A lexical meaning is the meaning which attaches to the words as the words themselves. For instance, the meaning “a building for a human habitation” is called lexical one when it is attached to the word house.

Meanwhile, a morphological meaning is meaning which is attached to a bound morpheme. For example, the meaning plural which is attached to a bound morpheme –s (s) in words doors, pens, dogs, etc. Whereas the meaning “plural” that attaches to the plural words is lexical meaning. In addition, a syntactic meaning is the meaning that is attached to word arrangement in a sentence. For instance, the meaning “question” is attached to a word arrangement in the sentence “Are you fine?”. But the meaning “question” that

is attached to the word question is a lexical meaning. However, these

classifications are not the same in every language. Different languages have different classifications of meaning. It is possible that in one language it is a lexical meaning, but in another language it is a morphological meaning. Hence, in this study the writer wanted to emphasize on lexical meaning.

In addition, Lado states (1987) that it is important to consider the frequency of meanings of a word. Because an English word often has many meanings, we should think of the meanings which are frequently used by the speakers. For example, the word get in the context We do not want to overdo the thing and get six months. The meaning of the word get is “suffer imprisonment by way of punishment”. The people would not know what the word get means here because it is not frequently used.

3) Distribution

Words distribution deals with the habit of restriction in distribution. The restriction is including the restriction in grammatical (for instance, the word

water, which can be a noun and a verb), restriction in geography, restriction in social class, and restriction in style of speaking and writing (as in prose).

The focus of this study is on the vocabulary meaning, especially the meaning in context. What is meant by vocabulary in context here is vocabulary which is appropriately and accurately used in certain situations. For example, the use of the word bar in the following context of situations (the meanings are taken from 7th Edition of Oxford Advanced Learner’s Dictionary (2005)).

• Bar (for drinks/ food) means “a place where we can buy and drink

alcoholic and other drinks”

• Bar (for chocolate and soap) means “a piece of something with straight

sides”

• Bar (for electricity) means “a piece of metal with wire wrapped around it

that becomes red and hot when electricity is passed through it”

Knowing the meaning in context is necessary for the language learners so that they will be able to decide what words they should use in certain situations and able to communicate the words they intend to.

b. Learning Vocabulary

Learning vocabulary is a complex process. According to Wallace (1982: 144), it needs not only the ability to spell and pronounce, but also to recognize, recall, and use the words in oral and written form. In order to gain those abilities, there are some factors which need to be considered. Anthony, as cited

by Nation, gives three factors to be considered in learning foreign vocabulary, they are: approach, method, and technique (R.E.L.C Journal, 1982: 15-29).

1) Approach

There are two approaches in learning foreign vocabulary, namely direct vocabulary learning and indirect vocabulary learning. In direct vocabulary learning, the learners learn the new words, either in context or in isolation, consciously. Meanwhile, in indirect vocabulary learning, the learners incidentally learn the new words through reading and/ or listening activities.

2) Method

Anthony, cited by Nation in R.E.L.C Journal (1982: 15-29), states that the method of foreign vocabulary learning is “grading”. It means that foreign vocabulary learning uses some grades. The grades are constructed based on many factors such as time needed to learn, number of words to be learnt, the difficulty level of the words, and the repetition of the words.

3) Technique

There are two techniques which can be applied in foreign vocabulary learning. The first one is receptive learning. Receptive learning is the ability to recall the translation of the foreign words when the words have been seen or heard. Learning words through lists or contexts and presentation of word meaning in the mother tongue are examples of receptive learning. Meanwhile, the second technique is productive learning. Productive learning is the ability to produce the foreign words by speaking and writing.

c. Teaching Vocabulary

According to Alan Hunt and David Beglar in their Current Research and

Practice in Teaching Vocabulary

(www.jalt-publications.org/tlt/files/98/jan/hunt.html), there are seven principles in

teaching vocabulary. The following discussion on those seven principles is according to the explanation of Alan Hunt and David Beglar.

1) Providing opportunities for the incidental learning of vocabulary

The incidental vocabulary learning can occur through the activities of

reading and listening. The incidental learning of vocabulary through reading can benefit language curriculums and learners at all levels. In addition, incidental vocabulary learning through reading can expose the language learners to the context of use. In short, by reading activities, the learners are expected to get much exposure to words in context before understanding their meanings.

2) Diagnosing which of the 3,000 most common words learners need to study

Vocabulary size is important to be considered by teachers. Knowing vocabulary size enables teachers to select what words to teach. In Senior High School, students are prepared to enter university so that the vocabulary size that the students need to be prepared is 3,000 words at the minimum. According to Laufer (1992), for second language learners entering university, knowing a minimum of about 3,000 words was required for effective reading at the university level, whereas knowing 5,000 words indicated likely academic success. One way to estimate vocabulary size is to use Nation's (1990)

Vocabulary Levels Test or a checklist test which requires learners to mark the words on a list that they believe they know.

3) Providing opportunities for the intentional learning of vocabulary

Intentional learning through instruction significantly contributes to vocabulary development (Nation, 1990; Paribakht & Wesche, 1996; Zimmerman, 1997). Furthermore, Coady (1997b) suggests that the beginning students are better to supplement their reading with study of the 3,000 most frequent words until the word’s form and meaning become automatically recognized. The first stage in teaching these 3,000 words commonly begins with word-pairs in which an L2 word is matched with an L1 translation. Vocabulary lists can be effective way to quickly learn word-pair translations (Nation, 1990).

4) Providing opportunities for elaborating word knowledge

Knowing a word does not mean knowing the translation. Instead, knowing a word involves knowing how to use the words receptively and productively. In addition, elaboration of word knowledge also involves expanding the connections between what the learners already know and new information. According to Prince (1996), one way to do this is to choose L2 words from the surrounding context and to explain their connections to the recently learned word. Furthermore, to present this new information, teachers should create opportunities to meet these useful, recently learned words in new contexts that provide new collocations and associations (Nation, 1994).

5) Providing opportunities for developing fluency with known vocabulary Nation (1994: 208) states that developing fluency “overlaps most of all with developing the skills of listening, speaking, reading, and writing”, so giving learners many opportunities to practice these skills is essential. However, fluency partly depends on developing sight vocabulary through reading, especially extensive reading, and studying high frequency vocabulary.

6) Experimenting with guessing from context

Guessing from context can begin with deciding whether the word is important enough. This decision is a skill that requires practice and experience. According to Hulstijn, Hollander, and Greidanus (1996), teachers can assist learners by marking words which learners should try to infer before using other sources as well as by providing glosses. Once learners decide that a word is worth guessing, they might follow a five-step procedure like that of Nation and Coady (1988):

• Determine the part of speech of the unknown word.

• Look at the immediate context and simplify if necessary.

• Look at the wider context. This entails examining the clause with the

unknown word and its relationship to the surrounding clauses and sentences.

• Guess the meaning of the unknown word.

7) Examining different types of dictionaries and teach students how to use them

According to Knoght (1994), Luppescu and Day (1993), bilingual dictionaries have been found to result in vocabulary learning. Bilingualized dictionaries may have some advantages over traditional bilingual or monolingual dictionaries. Bilingualized dictionaries essentially do the job of both a bilingual and a monolingual dictionary. Whereas monolingual dictionaries usually provide just an L1 synonym, bilingual dictionaries include L2 definitions, L2 sentence examples, as well as L1 synonyms. Furthermore, bilingualized dictionaries were found to result in better comprehension of new words than either bilingual or monolingual dictionaries (Laufer & Hader, 1997). In short, training in the use of dictionaries is essential. Due to that, teachers should emphasize the importance of checking a word’s original context carefully and comparing this to the entry chosen because context determines which sense of a word is being used.

3. The Eleventh Grade Students of Senior High School

This study involves the eleventh grade students of SMAN 1 Godean so that it is important to discuss the characteristics of them. The eleventh grade students of Senior High School are classified into the adolescence phase. Konopka, as it is cited by Pikunas (1987: 240), states that the period of adolescence ranges between twelve and twenty two years old. Further, he

adolescence (12-15 years old), middle adolescence (15-18 years old), and late adolescence (18-22 years old).

According to Pikunas (1976: 248), the main characteristics of those who belong to adolescence phase are peer identification, self-reorganization, external interest and activity, and growth of self-regulation. The following is the further discussion on those characteristics, which is based on Pikunas. a. Peer Identification

People who are in the adolescence stage tend to have two kinds of motivation in the social life, namely the egoistical motivation and social motivation (1976: 248). Egoistical motivation focuses on the individual satisfaction. Meanwhile, the social motivation aims at grabbing connection, appreciation, and acceptance from the society, and building the relationship with them. In order to get the approval and acceptance from the peers, adolescences tend to build the higher status and reputation so that they become more famous than the other peers.

b. Self-Reorganization

During the growth, adolescences experience some changes, both physical and mental. Adolescences try to find the better attitudes, principles, and interests to reorganize their personality. In addition, they want to reveal to others that they are no longer children.

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

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

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

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.

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,

Planning, Development of the Preliminary Form of Product, Preliminary Field Testing, Main Product Revision, Main Field Testing, Operational Product Revision, Operational Field Testing, Final Product Revision, and Dissemination and Implementation (Borg and Gall, 1983: 775). However, the writer only used the first five of the R & D cycle steps. Those steps were Research and Information Collecting, Planning, Development of the Preliminary Form of Product, Preliminary Field Testing, and Main Product Revision.

1. Research and Information Collecting

This study focused on designing a set of vocabulary supplementary materials

for Reading lesson for the eleventh grade students of SMAN 1 Godean. To

gather the information needed, the writer distributed questionnaires. The questionnaires were divided into two parts. The first part was for the students; meanwhile the second part was for the English teachers. To be more specific,

there were a hundred students of SMAN 1 Godean; all of them were at grade

eleven. In addition, there were three English teachers of the same school. The information gathered from the students and the teachers was about the vocabulary teaching and learning in class. Besides, the writer also used the review of literature. The review of literature was aimed at obtaining some

theories about Kurikulum Tingkat Satuan Pendidikan (KTSP), especially

finding the reading Competency Standard and Basic Competence of the first

semester English syllabus of SMAN 1 Godean grade eleven. In addition, the

teaching and learning vocabulary as possible, from the educational books, journals, and articles.

2. Planning

Planning includes defining skills, stating objectives, determining course sequence, and small scale feasibility testing (Borg and Gall, 1983: 775). Further, they state that the most important aspect of planning a research-based educational product is the statement of the specific objectives to be achieved by the product (1983: 779). The data gathered from the questionnaires and review of literature were used to determine the objectives and the subject contents of the designed materials.

3. Development of the Preliminary Form of Product

The product referred to vocabulary supplementary materials for SMAN 1

Godean grade eleven. Before the product was field tested, the writer needed to develop the form of the product. The data from the research and information collecting was used as the basic of the materials development. The use of the data from research and information collecting was aimed to design the appropriate materials for the eleventh grade students of SMAN 1 Godean. In addition, the writer also made the product evaluation form. The evaluation was in the form of open-ended and close-ended questionnaire. This made the writer easier to analyze the result and also to get the evaluation and suggestion completely. In this step, the writer listed what kind of aspects which needed to be evaluated by the participants. After all of the items of evaluation were listed, the writer organized those items so that they became more

systematically. After that, the writer developed the questions based on those items as well as the choices of the answer so that the participants could answer the questions more easily.

4. Preliminary Field Testing

After the product and the evaluation form were ready to used, the writer conducted field testing. The field testing was aimed at gaining the evaluation, both from the English teachers as well as the PBI lecturer. They took parts in judging, observing, and estimating the proposed vocabulary supplementary

materials for the eleventh grade students of SMAN 1 Godean whether they

were acceptable or not. After that, they were asked to give evaluation and suggestion toward the product using the evaluation form provided. Those evaluation and suggestion were used as the base for the writer to revise the product. The preliminary field testing was intended to know:

a. whether the instructional goals and objectives had already been formulated properly,

b. whether the designed materials matched with the goals and objectives, c. whether the content of the materials and the topics had been relevant to the

eleventh grade students, and has been reliable as the materials, d. whether the topics were well arranged and developed,

e. which part of the materials need to be revised and improved. 5. Main Product Revision

Those evaluation and suggestion helped the writer to make the more

appropriate product for the eleventh grade students of SMAN 1 Godean,

especially to help the students in the reading activities by providing the exercises of vocabulary in contexts.

To make the explanation obvious, the writer made a figure of the steps of the writer’s model that could be substituted into the steps of R & D cycle.

R & D Cycle The Writer’s Model

B. Research Setting

The location of the questionnaires distribution as well as product field

testing was SMAN 1 Godean. It is located in Nogosari, Sidokarto, Godean,

Sleman. The reason why the writer chose SMAN 1 Godean as the location of the

Figure 3.1 R & D Cycle and the Writer’s Model

Step 4

Learning objectives Step 1

Research and information collecting

Step 2 Planning

Step 3

Development of the preliminary form of product

Step 4

Preliminary field testing

Step 5

Main product revision

Step 1

Research and information collecting

Step 6

Teaching learning activities Step 5

Subject content Step 3

Students’ characteristics Step 2

Goal, topics, general purposes

Step 7 Equipment Step 8 Evaluation

research was because of the consideration of the effectiveness and efficiency of time and expense.

C. Participants of the Research

The participants of this research were divided into two groups. They were: 1. Participants of Research and Information Collecting

The participants of research and information collecting were divided into two

groups. The first group was the eleventh grade students of SMAN 1 Godean.

There were a hundred students and all of them were from SMAN 1 Godean. In

research and information collecting, the students were asked to answer the questionnaires, which were about the vocabulary teaching and learning in class. The following table represents the description of the first research and information collecting participants.

Table 3.1 The description of the first group of Research and Information Collecting participants (Blank)

Group of Participants Sex Class

F M XI IPA1 XI IPA2 XI IPA3

Student

The second group was the English teachers of the same school, which was

SMAN 1 Godean. In this part, the teachers were asked to answer the

questionnaires about vocabulary teaching and learning in class. The following table represents the description of the second research and information collecting participants.

Table 3.2 The description of the second group of Research and Information Collecting participants (Blank)

Group of Respondents

Sex Educational

Background

Teaching experience

(in years)

F M S1 S2 <5 5-10 >10

English Teacher

2. Participants of Preliminary Field Testing

The participants of Preliminary Field Testing were two English teachers of SMAN 1 Godean and one lecturer of English Education Study Program (PBI) at Sanata Dharma University. They took part in observing the product and giving the evaluation based on their own views toward the product. The following table represents the description of Preliminary Field Testing participants.

Table 3.3 The description of the Preliminary Field Testing participants (Blank)

Group of Respondents

Sex Educational

Background

Teaching experience

(in years)

F M S1 S2 S3 <5 5-10 >10

English Teacher

PBILecturer

D. Research Instruments

The research instruments of this study were divided into two parts. They were: 1. Instrument for Research and Information Collecting

The writer conducted the research and information collecting by using questionnaires. As it is stated in Research in Education (Best, 1983), the advantage of administering questionnaire is that the availability of a number of

respondents in one place makes possible an economy of time and expense and provides a high proportion of usable response. The questionnaires were in the form of open-ended questions. The reason why the writer chose this kind of form was, as it is stated by Best (1983), it provides for greater depth response. Besides, when answering this questionnaire, the respondents may reveal their frame of reference and possibly the reasons for their responses. The questionnaires were divided into two groups. The first group was for the students, whereas the second group was for the teachers. The questions of the questionnaires are in Appendix C.

2. Instrument for Preliminary Field Testing

The writer gathered evaluation to obtain suggestion as well as

recommendation, both from English teachers and PBI lecturer, by using

questionnaires. The questionnaires were in the form of close-ended and open-ended question. The reason why the writer chose close-open-ended form was, as it is stated by Best (1983), because “it is easy to fill out, takes a little time, keeps the respondents on the subject, is relatively objective, and is fairly easy to tabulate and analyze”. Meanwhile, the reason why the writer applied open-ended form was because the respondents may reveal their frame of reference and possibly the reasons for their responses, as the writer stated previously. The result of the evaluation was used as the base for revising the main product of the supplementary materials.

E. Data Gathering Techniques

There were three steps in gathering the data needed. First, the writer gathered some books which were relevant to the research. The books were on instructional material design, the theory of teaching and learning vocabulary, and

the theory about Kurikulum Tingkat Satuan Pendidikan (KTSP). Second, before

developing the supplementary materials, the writer distributed questionnaires to

the eleventh grade students of SMAN 1 Godean and three English teachers to

obtain information about vocabulary teaching and learning in class. It was conducted on April, 5th, 7th, and 10th 2010. Last, the writer conducted field testing by distributing questionnaires to two English teachers of SMAN 1 Godean and one

PBI lecturer to gain opinion, suggestions, and recommendations toward the

proposed vocabulary supplementary materials.

F. Data Analyzing Techniques

There were two important points discussed in the data analysis techniques. The analyses were conducted to know the participants’ needs and evaluation on the designed materials.

1. Participants’ Needs

The participants’ needs were gained from the questionnaires distributed to

the eleventh grade students and three English teachers of SMAN 1 Godean. The

data was about the vocabulary teaching and learning in class. It was treated as the basic consideration in designing the vocabulary supplementary materials for the

form of open-ended questions. Due to that, the writer analyzed the data by description.

2. Evaluation on the Designed Materials

In this step, the writer gained the data about the evaluation of the proposed vocabulary supplementary materials. The writer distributed questionnaires to two English teachers and one PBI lecturer. The result of the product evaluation was used to revise the materials.

The writer analyzed two kinds of data. The first was the descriptive data about the participants’ statements. This was concerned with closed questionnaires. In this type of questionnaires, the participants were supposed to give their views, judgments, or opinion in four agreements:

1 : strongly disagree with the statement

2 : disagree with the statement

3 : agree with the statement

4 : strongly agree with the statement

In concluding the data gathered, the writer counted the number of the participants choosing number 1, 2, 3, and 4, which those numbers represented their statements of agreement.

The table is presented as follows:

Table 3.4 The participants’ opinion on the designed materials (Blank)

No Participants’ Opinions

N Statements

In the first data of the Preliminary Field Testing, it was needed for the writer to give a description on how to categorize the results in order to judge whether the designed materials were acceptable or not. The writer would conclude the final result by adding the participants’ choices on number one and two for disagree statement and the participants’ choices on number three and four for agree statement. The designed materials were considered good and acceptable if the participants chose number three and four. The more participants choosing those points, the more acceptable the designed materials would be. Meanwhile, the designed materials needed crucial revisions if the participants chose the two lowest points, which were number one and two.

The second data was concerned with open questionnaire. In this part, the participants had to write their own feedback, comment, and suggestion about the designed materials. The results of questionnaires would give contribution in revising and improving the materials. It was expected that the final constructed materials would be beneficial for teaching and learning vocabulary in contexts to eleventh grade students of SMAN 1 Godean.

G. Research Procedures

This section elaborates the procedures that the writer organized and did in order to accomplish the study. There were twelve steps. They were:

1. Getting a permission letter to distribute the questionnaires and conduct field testing that issued by the secretariat of English Education Study Program and signed by the chair person of English Education Study Program

2. Getting a permission letter that is issued by BAPPEDA Sleman

3. Asking permission to the headmaster of the school to distribute the

questionnaires and conduct field testing. In this step, the writer used the permission letter issued by the secretariat of English Education Study Program and signed by the chair person of English Education Study Program and also a letter that is issued by BAPPEDA

4. Organizing the questions of the research and information collecting

questionnaire

5. Distributing the questionnaires to students and English teachers of SMAN 1

Godean

6. Analyzing and interpret the result of the questionnaires 7. Making the outline of the product

8. Designing the product

9. Determining what to evaluate, the ways, and means of doing evaluation 10.Creating the evaluation form

11.Field testing the product and obtaining the evaluation from the English

teachers and a lecturer of English Education Study Program (PBI) at Sanata Dharma University

12.Analyzing the result of the evaluation and making any necessary improvement toward the product based on the evaluation

42 CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents the results of the study. There are three parts to

discuss in this chapter. The first part is research results. It concerns with the processes of designing the materials. Due to that, the writer

employed the design model of this study. The second part is discussion on the designed materials evaluation. Meanwhile, the third part is the final presentation of the designed materials.

A. The Research Results

To answer the first question of the problem formulation, the writer combined two instructional design models, which were Yalden’s and Kemp’s. The combination of these models was considered more flexible and applicable. The elaboration of the model is discussed as follows.

1. Conducting Research and Information Collecting

The research and information collecting was conducted by distributing two kinds of questionnaires. The first questionnaire was addressed to the first group of

participants, who were the eleventh grade students of SMAN 1 Godean.

Meanwhile, the second questionnaire was distributed to the second group of participants, who were English teachers of SMAN 1 Godean.

a. Description of the Participants

Questionnaire was the instrument used in research and information collecting. The first questionnaires were distributed to the eleventh grade students. There were a hundred students. The questionnaires were to obtain the information on the vocabulary teaching and learning which they had experienced in class. In addition, the questionnaires were also aimed at gaining the information on the students’ needs of vocabulary teaching and learning which was related to their reading activity.

Meanwhile, the second questionnaires were distributed to three English

teachers of SMAN 1 Godean. The questionnaires were aimed at finding

information on the vocabulary teaching and learning which had been applied in class, especially which was related to reading activity. Besides, the questionnaires were also to gain the information on the teachers’ suggestions for the students whenever they found difficulties in translating particular vocabulary.

The following is the table of the description of the first group of the research and information collecting participants.

Table 4.1 The description of the first group of Research and Information Collecting participants

Group of Participants Sex Class

F M XI IPA1 XI IPA2 XI IPA3

Student 76 24 32 34 34

Meanwhile, the following is the table of the description of the second group of the research and information collecting participants.

A Set of Vocabulary in Contexts as Supplementary Materials for the Eleventh Grade Students of Senior High School 80 . Pull over  v  

_____________________________________________________________________________________________   

Now, share your opinion about using cell phones while driving

with your friends orally. State the reason why you agree or

disagree.

 

2

Congratulation! You have finished all units!

A Set of Vocabulary in Contexts as Supplementary Materials for the Eleventh Grade Students of Senior High School 81  

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September 1, 2010)

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2010)

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2010)

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A Set of Vocabulary in Contexts as Supplementary Materials for the Eleventh Grade Students of Senior High School 82

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vi  

SMAN 1 Godean. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Vocabulary mastery is one factor needed to master English language. All language skills – writing, reading, listening, and speaking – demand vocabulary mastery of the learners. The lack of the vocabulary meaning mastery also created confusion in using the vocabulary in the right contexts. From the data gathered, it was found that there was no any specific vocabulary teaching learning session at

SMAN 1 Godean, even in reading lesson. However, it is a fact that the students need vocabulary knowledge to be able to understand the reading passages. Due to that, this study aimed at designing a set of vocabulary in contexts as supplementary materials for reading lesson for the eleventh grade students of

SMAN 1 Godean. This study was concerned with two research questions, which are, 1) How is the set of vocabulary in contexts as supplementary materials for

Reading lesson for SMAN 1 Godean designed? and 2) What does the set of

vocabulary in contexts as supplementary materials for Reading lesson for SMAN 1

Godean look like?

To conduct the study, the writer employed R & D (Research and Development) Cycle. There were five steps applied in this study. The steps were: 1) Research and Information Collecting, 2) Planning, 3) Development of the Preliminary Form of Product, 4) Preliminary Field Testing, and 5) Main Product Revision.

To answer the first question, the writer applied eight stages of instructional design model, which were adapted from Kemp’s and Yalden’s. The stages were 1) Conducting research and information collecting, 2) Identifying Goals, Topics, and General Purposes, 3) Analyzing the students characteristics, 4) Specifying the learning objectives, 5) Making list of subject contents, 6) Selecting teaching learning activities, 7) Selecting equipment, and 8) Evaluating. To answer the second question, the writer presented the set of vocabulary in contexts as supplementary materials for Reading lesson for the eleventh grade students of

SMAN 1 Godean. The materials consisted of six units. Each unit consisted of three sections, namely Let’s Get Started!, Let’s Get One Step Closer!, and Let’s Do It!.

The materials evaluation result showed that the participants mostly tended to choose number 3 and 4, which were as the representation of agree statement toward the designed materials. It showed that the designed materials were good and acceptable for the eleventh grade students of SMAN 1 Godean.

vii  

ABSTRAK

Mijayati, Yuki. 2010. Designing a Set of Vocabulary in Contexts as

Supplementary Materials for Reading Lesson for the Eleventh Grade Students of SMAN 1 Godean. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Penguasaan kosa kata adalah satu factor yang dibutuhkan untuk menguasai bahasa Inggris. Semua ketrampilan bahasa – menulis, membaca, berbicara, dan mendengarkan – membutuhkan penguasaan kosa kata dari pembelajar bahasa. Kurangnya penguasaan arti kosa kata juga menimbulkan kebingungan dalam penggunaan kosa kata pada konteks yang benar. Dari data yang didapatkan, dapat diketahui bahwa tidak ada waktu belajar-mengajar kosa kata yang khusus di

SMAN 1 Godean, bahkan ketika pelajaran Reading. Meskipun demikian, nyatanya siswa membutuhkan pengetahuan kosa kata untuk dapat memahami teks-teks bacaan yang sedang mereka hadapi. Oleh karena itu, penelitian ini bertujuan untuk merancang satu set kosa kata dalam konteks sebagai materi tambahan untuk pelajaran Reading bagi siswa kelas sebelas SMAN 1 Godean. Penelitian ini difokuskan pada dua pertanyaan penelitian, yaitu 1) Bagaimana satu set kosa kata dalam konteks sebagai materi tambahan untuk pelajaran Reading bagi siswa kelas sebelas SMAN 1 Godean ini dirancang? dan 2) Seperti apakah penyajian satu set kosa kata dalam konteks sebagai materi tambahan untuk pelajaran Reading bagi siswa kelas sebelas SMAN 1 Godean tersebut?

Untuk melakukan studi ini, penulis mengimplementasikan R & D (Research and Development) Cycle. Ada lima langkah diterapkan dalam studi ini. Langkah-langkah tersebut adalah 1) Pengumpulan Penelitian dan Informasi , 2) Perencanaan, 3) Pengembangan Bentuk Awal Produk, 4) Pengujian Awal di Lapangan, dan 5) Perbaikan Utama Produk.

Untuk menjawab pertanyaan pertama, penulis menerapkan delapan tahap dari model perancangna, yang diadaptasi dari model Kemp dan Yalden. Tahap-tahap tersebut adalah 1) pengumpulan Penelitian dan Informasi, 2) menentukan tujuan, topik, dan tujuan umum, 3) menganalisa karakteristik siswa, 4) merumuskan indikator, 5) menyeleksi dan menyusun isi, 6) menyeleksi kegiatan belajar, 7) menyeleksi peralatan yang dibutuhkan, dan 8) Evaluasi. Untuk menjawab pertanyaan kedua, penulis menyajikan satu set kosa kata dalam konteks sebagai materi tambahan untuk pelajaran Reading bagi siswa kelas sebelas SMAN 1 Godean. Materi tersebut terdiri dari enam unit. Masing-masing unit terdiri dari tiga bagian, yaitu Let’s Get Started!, Let’s Get One Step Closer!, and Let’s Do It!.

Hasil evaluasi materi menunjukkan bahwa para partisipan kebanyakan cenderung memilih angka 3 dan 4, yang merujuk pada pernyataan setuju terhadap materi yang telah dibuat. Ini menunjukkan bahwa materi tersebut bagus dan dapat diterima dan digunakan untuk siswa kelas sebelas SMAN 1 Godean.