Designing a set of web-based english vocabulary supplementary materials for the first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta.

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ABSTRACT

Anjarmoko, Matius Hebi. 2009. Designing a Set of Web-based English Vocabulary Supplementary Materials for the First Grade Students of Sekolah Menengah Atas Negeri 9 Yogyakarta. Yogyakarta: English Education Study Program, Sanata Dharma University

Vocabulary learning is important in English learning because by learning English vocabulary, the students will have a greater chance to understand and use English. The problems for students when they are learning English vocabulary are that they do not have enough time to practice, the materials are not various, and the vocabulary exercises are not interesting. Seeing the problems, the writer tried to make use of computer alongside with Macromedia Dreamweaver™ as the programming software to create a website which serves more attractive and interesting English vocabulary learning materials. The materials in the study are developed based on School Based Curriculum or KTSP (Kurikulum Tingkat Satuan Pendidikan) since the materials are supplementary materials which mean that the materials are used to supplement or add the existing vocabulary materials in school. The abstract will elaborate the problems formulated in problem formulation.

There are two problems formulated in the study, first is that how a set of web-based English vocabulary supplementary materials for the first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta is designed and what a set of web-based English vocabulary supplementary materials for the first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta looks like.

To answer the first question, the writer used the six (6) steps which were adapted from the Research and Development (R & D) and Kemp instructional design. Research and Development in this study is used as the umbrella for the design, while Kemp is used as the umbrella for the material design. The result of the adaptation was (1) Identifying learners’ Characteristics, (2) Formulating goal, topics, and general purposes, (3) Specifying learning objectives, (4) Listing subject content, (5) Selecting teaching and learning activities and resources, and (6) Evaluating-Preliminary field testing. The writer also made use of survey study using questionnaires to gain respondents’ opinion(s), suggestion(s), and comment(s). The result of the survey study will be used to revise and improve the design materials.

The second question is answered through the presentation of the design materials. There are 8 units in the design, each unit is divided into 4 subject content, and they are Preparation, Vocabulary Focus, Learning from Input and Output, and Reflection.

As the final remark, the writer hopes that the design of a set of web-based English vocabulary supplementary materials for the first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta will be useful for students to improve and enrich their English vocabulary and also for teachers in teaching English vocabulary.

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ABSTRAK

Anjarmoko, Matius Hebi. 2009. Designing a Set of web-based English vocabulary supplementary materials for the first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta. Yogyakarta: Program Pendidikan Bahasa Inggris, Universitas Sanata Dharma

Pembelajaran kosakata merupakan hal yang penting dalam belajar Bahasa Inggris, karena dengan belajar kosakata Bahasa Inggris, siswa memiliki kesempatan yang lebih besar untuk memahami konteks Bahasa Inggris. Masalah yang dihadapi siswa dalam belajar kosakata Bahasa Inggris disebabkan oleh beberapa hal, yaitu karena kurangnya waktu belajar kosakata, materi tidak bervariasi dan kegiatan pembelajarannya tidak menarik. Berawal dari masalah tersebut, penulis mencoba menggunakan komputer dan program Macromedia Dreamweaver™ untuk menciptakan sebuah website yang dapat memenuhi keinginan siswa akan materi pembelajaran kosakata Bahasa Inggris yang menyenangkan dan menarik. Materi yang digunakan dalam studi ini semuanya didasarkan pada KTSP (Kurikulum Tingkat Satuan Pendidikan), hal ini dikarenakan materi yang disajikan merupakan materi tambahan yang berarti materi yang digunakan berupa sajian tambahan untuk materi kosakata yang diajarkan di sekolah. Abstrak ini akan membahas mengenai dua masalah yang ada pada rumusan masalah.

Dalam studi ini disajikan dua (2) masalah utama, yaitu bagaimana cara merancang seperangkat materi kosakata tambahan berbasis web untuk siswa kelas X Sekolah Menengah Atas Negeri 9 Yogyakarta dan bagaimana penyajian seperangkat materi kosakata tambahan berbasis web untuk siswa kelas X Sekolah Menengah Atas Negeri 9 Yogyakarta.

Guna menjawab pertanyaan pertama, penulis menggunakan 6 langkah yang diadaptasi dari Research and Development (R & D) dan Kemp instructional design. Pada studi ini Research and Development digunakan sebagai payung utama pada perancangan desain, sedangkan Kemp digunakan sebagai payung untuk merancang materi pada desain. Hasil dari adaptasi R and D dan Kemp adalah sebagai berikut: (1) Melaksanakan identifikasi karakteristik siswa, (2) Merumuskan tujuan khusus, topik, dan tujuan umum, (3) Menentukan tujuan pembelajaran, (4) Membuat urutan subjek isi, (5) Menentukan jenis kegiatan belajar mengajar, (6) Evaluasi-Uji coba lapangan awal. Penulis juga melaksanakan survei menggunakan kuesioner untuk mendapatkan opini, pendapat, dan komentar dari responden. Hasil dari survei sangatlah penting untuk memperbaiki dan menyempurnakan desain materi.

Selanjutnya, penulis menyajikan bentuk desain materi yang telah disusun guna menjawab pertanyaan kedua. Ada 8 unit yang disajikan dalam desain ini dan semuanya dibagi menjadi 4 subjek isi, yaitu Persiapan, Fokus pada Kosakata, Belajar dari Input dan Output, dan Refleksi.

Sebagai penutup, penulis berharap bahwa desain seperangkat materi kosakata tambahan berbasis web untuk siswa kelas X Sekolah Menengah Atas Negeri 9 Yogyakarta dapat berguna bagi siswa untuk mengembangkan dan

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memperkaya kosakata Bahasa Inggris mereka dan bagi guru dalam pengajaran kosakata Bahasa Inggris.

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DESIGNING A SET OF WEB-BASED

ENGLISH VOCABULARY SUPPLEMENTARY MATERIALS FOR THE FIRST GRADE STUDENTS

OF SEKOLAH MENENGAH ATAS NEGERI 9 YOGYAKARTA

A THESIS

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

in English Language Education

Matius Hebi Anjarmoko Student Number: 041214138

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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DESIGNING A SET OF WEB-BASED

ENGLISH VOCABULARY SUPPLEMENTARY MATERIALS FOR THE FIRST GRADE STUDENTS

OF SEKOLAH MENENGAH ATAS NEGERI 9 YOGYAKARTA

A THESIS

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

in English Language Education

Matius Hebi Anjarmoko Student Number: 041214138

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

2009

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ACKNOWLEDGEMENTS

I would like to thank to GOD the ALMIGHTY for His blessing and love so that I can finish my thesis and continue my life.

I would also like to give my gratitude to my major sponsor, Drs. Y.B. Gunawan, M.A. for his time, support, and guidance so that I can finish my thesis. I am also grateful to Gregorius Punto Aji S.Pd., M.Hum., Nugraha Krisdiyanta, S.Pd., M.Hum., and Tri Raharjo, S.Pd. for their suggestions that are very useful for me to accomplish this thesis.

My gratitude also goes to my family, my beloved Bapak, Ibu, Mbak Anis and Mas Aji for taking care of me and giving their love, especially for their financial support to me.

I also like to give my grateful to Neng for her assistance. Thanks for giving different colors to my day.

My thankfulness also belong to my PBI friends, Rikko, Bernard, Agnes, Dita, Mayora, Ayu, Dika, Pebny, Esti, Ronnie, Seno, Etsa, Susan, Bekti, Santi, Venci, Silvie, Sigit, Alit, Hana, Tika, Mira, Putri, Dewi, Titis, and Mamo (who is in Myanmar right now). Also to my friends, Soko, Deni, Lola, Yossie, Teja, Mitro. Thanks for filling my day with joy.

Lastly my appreciation is for those whose names could not be listed, who have supported me during the process of making the thesis. Thank you very much for everything.

Matius Hebi Anjarmoko

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TABLE OF CONTENTS

Page

TITLE PAGE………. i

PAGES OF APROVAL………... ii

DEDICATION PAGE……… iv

STATEMENT OF WORK’S ORIGINALITY……… v

ACKNOWLEDGEMENTS………... vi

TABLE OF CONTENTS………..…… vii

LIST OF TABLES………..….. xii

LIST OF FIGURES………..… xiii

ABSTRACT……….. xiv

ABSTRAK……….. xvi

CHAPTER I: INTRODUCTION A. The Background of the Study………. 1

B. Problem Identification………. 4

C. Problem Limitation………. 6

D. Problem Formulation……….. 6

E. Research Objectives………... 7

F. Research Benefits………... 7

G. Definition of Terms……… 7

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CHAPTER II: THEORETICAL REVIEW

A. Theoretical Description………. 11

1. Instructional Design Model………... 12

a. The Nature of Kemp’s Model……….... 12

2. Teaching and Learning Vocabulary………... 18

a. Background to the teaching of Vocabulary……… 19

b. Principles for Teaching Vocabulary……….. 20

c. Selecting Vocabulary………. 22

d. The Importance of Students’ Native Language………. 23

3. English Curriculum……… 24

4. Supplementary Materials……… 26

5. Computer Assisted Language Learning (CALL)………... 27

a. The Advantages of Computer in Language Teaching……… 27

b. The Role of Teacher and Computer in CALL……… 28

c. Web-based Learning……….. 31

d. Web Evaluation………. 34

6. Macromedia Dreamweaver™ Application……….... 37

B. Theoretical Framework………. 38

CHAPTER III: METHODOLOGY A. Research Method………... 42

B. Research Participants………. 46

C. Research Instruments………. 48

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E. Data Gathering……….. 49

F. Data Analysis……… 50

G. Research Procedures………. 53

CHAPTER IV: RESEARCH RESULTS AND DISCUSSION A. The Elaboration of the Steps in Designing the Materials………... 56

1. Identifying Learners’ Characteristics………. 56

2. Formulating Goals, Topics, and General Purposes……… 59

3. Specifying Learning Objectives………. 60

4. Listing Subject Content……….. 63

5. Selecting Teaching and Learning Activities and Resources……….. 65

6. Evaluating-Preliminary Field Testing……….... 65

B. The Development of the Website……….. 66

1. Flowcharting……….. 66

2. Collecting Materials………... 67

3. Making User Interface………... 69

4. Scripting……….... 75

C. The Result of Survey Study on Respondents’ Opinion……….... 75

1. The Description of the Respondents………. 75

2. Data Presentation……….. 76

3. Respondent Comment(s) and Suggestion(s)………. 78

D. Discussion……….... 78

E. Presentation of the Website Design Final Version………... 81

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CHAPTER V: CONCLUSIONS AND SUGGESTIONS

A. Conclusions……….. 82

B. Suggestions……….. 83

1. For English Teachers……… 83

2. For Other Programmers……… 84

REFERENCES……… 85

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APPENDICES

Page

Appendix 1: Permission Letter……….. 85

Appendix 2: Questionnaire for Pre-Design Research ………….………. 88

Appendix 3: Questionnaire for Post-Design Research………... 92

Appendix 4: Website Evaluation Checklist……….. 96

Appendix 5: Syllabus……… 99

Appendix 6: The Design Materials………... 109

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LIST OF TABLES

Table Page

Table 3.1 Respondents of the Survey Structure……… 48 Table 3.2 Descriptive Statistic of the Respondents……….. 52

Table 4.1 The Competence Standard (CS) and the Basic Competence

(BC)………..…… 60

Table 4.2 Description of the Respondents……… 76

Table 4.3 Data Presentation……….. 77

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LIST OF FIGURES

Figure Page

Figure 2.1 Diagram of Kemp’s Model………... 17

Figure 2.2 Farrington’s Triangular Model………. 30 Figure 2.3 The Writer’s Design Model………. 41

Figure 3.1 Comparison between R & D and the Steps Adapted from

Kemp’s Model………. 45

Figure 3.2 Research Procedure in Material Design……….. 55

Figure 4.1 Flowchart of the Website……… 68

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ABSTRACT

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ABSTRAK

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memperkaya kosakata Bahasa Inggris mereka dan bagi guru dalam pengajaran kosakata Bahasa Inggris.

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CHAPTER 1 INTRODUCTION

This chapter covers the description of the topic; the problems of the study, the focus of the study and the advantages of the study. Systematically, chapter one covers The Background of the Study, Problem Identification, Problem Limitation, Problem Formulation, The Objectives of the Study, The Benefits of the Study, and The Definition of Terms.

A. The Background of the Study

“Vocabulary is central to language and of critical importance to the typical language learner” (Coady, 1997, p.5). It means that vocabulary is not just a matter of understanding words and its implementation but more on the main concern in English as a Second Language (ESL). Learning vocabulary can be the first step for ESL students to learn the basic of English, because by having the ability to master English vocabulary, students will be easier to understand and use English. Students nowadays demand their learning activities to be more interactive and interesting so they will be easier to learn English vocabulary. The challenge is to provide the students with the method which is appropriate to their expectations. Computer may become the answer, using computer, students will be provided with more attractive features in learning English, they will be able to perform self-learning activities and these features will help them to be independent learners. Using computers, teachers may put any materials which are appropriate

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to objectives and they can create an easier way of teaching which is based on the present curriculum. Using computer as the basis for exercises, students will be easier to absorb the materials because the learning activities will take place on the computer instead of inside the traditional class which mostly makes them lack of motivation to learn.

The basis for learning and exercising vocabulary to improve students’ achievement is by means of computer. The computer is hoped to help students to create motivation toward vocabulary learning. Using computer the students can also expose themselves more on the vocabulary materials they are learning. Computer was first designed for military purpose to protect highly important documents from their opponents. With the end of the war world II, people were trying to develop computer for other purposes. Since then, computer was developing very fast and now computer has become a part of human activities and used for numerous aspects in life. For many years, people are trying to develop a technique to teach English to students and finally, they come up with the use of computer to help students in learning English. Started from 1960s, computers were used for language teaching “Computers have been used for language teaching since the 1960s” (Warschauer and Healey, 1998, p.57), but it was only used for certain educational purposes. Starting from that moment, people were trying to develop technology which could help students and teachers to find suitable method to teach and learn English. Then, researchers proposed the Computer Assisted Language Learning (CALL). Through CALL the teaching and learning activities are based on computer as the assistant. The involvement of

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computer has been a way to solve students’ problem in learning languages. Nevertheless, technology is made to help humans accomplish their duties.

The learning process through the use of computer will be in two (2) ways, online and offline. Using the online process, the students will need to connect their computers to Internet Service Provider (ISP) or other computers which have the Internet Service Provider. The online connection allows students to use the design anytime and anywhere they want, this is because the materials are already provided in the website and students are only to open the address of the website. Besides the online connection, the offline connection is also being used in the design. Offline connection demands the students to use their computers only without having to connect their computer to the Internet Service Provider. Offline connection allows student to learn using their computers. The form of the software will still be in form of a website page but it is bundled into Compact Disc (CD), this is done to make the students easier to use the website. In the design, the features used in online and offline connection are the same; there are no extreme distinctions used in both connections.

The focus of the research is that the designing application using the programming software used to teach vocabulary for the first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta provides the features needed to create a more attractive vocabulary learning design and help the students to have more exposure on vocabulary materials so that they can do exercise themselves to achieve better vocabulary mastery. There are many programming softwares that can be used to design the software such as Macromedia Dreamweaver™,

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Macromedia Flash™, Java scripting™, Delphi™, which each has its own characteristics. The programming software used in the study is the Macromedia Dreamweaver™. The writer uses the Macromedia Dreamweaver™ as the programming software because the software is easy to apply, it has the features to create a more attractive design, and moreover, it has the characteristics which allow beginner users to learn the software independently. The programming software also enables teachers to design their own materials based on students’ needs and the present curriculum.

B. Problem Identification

The lack of vocabulary materials in class has created teacher to have less focus on the vocabulary teaching and learning. Teachers tend to use the vocabulary which is included in the book, teachers exercises their students mainly using the vocabulary exercises in the book. This situation has undervalued vocabulary teaching and learning in class and it will create the analogy that vocabulary is difficult. This is because of when the vocabulary is being undervalued, vocabulary teaching and learning will tend no to be maximum and students will have many problems dealing with English vocabulary.

“Teaching and learning of vocabulary have been undervalued in the field of second language acquisition (SLA) throughout its varying stages and up to the present day” (Zimmerman as cited by Coady, 1997, p.1). Since vocabulary is undervalued and considered the second, the teaching and learning of vocabulary is considered as not very important. In class, teachers seldom use attractive materials

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when they are teaching vocabulary to their students which makes the students unmotivated to learn. When students are not motivated, they seldom understand materials they are learning. Creating attracting materials can help the situation from happening. Zimmerman also explains that:

Most second language learners have traditionally been taught by methods that gave minimal attention to vocabulary. Consequently, it seems reasonable to expect that most teachers will also continue to neglect vocabulary, whether it is because of the methods by which they have learned or the method by which they are teaching. (Zimmerman as cited by Coady, 1997, p.273 – 274)

The perception is clear, in the implementation of vocabulary learning, most teachers and learners neglect the vocabulary learning for they think it is not very important no matter what method they are using. They always consider that vocabulary is just learning and memorizing list of words.

For most students of senior high school, vocabulary is regarded difficult. “In learning a second language, you will find that vocabulary is comparatively easy, inspite of the fact that it is vocabulary that students fear most. The harder part is mastering new structure in both content comprehension” (Gleason as cited by Carter, 2000, p.184). It is true that vocabulary is difficult for students who are lack of exposure in comprehending vocabulary, they seldom get any comprehension activities which are very helpful in learning vocabulary. “It is exceptionally difficult to teach an organized syllabus of both grammar and lexis at the same time.” (Sinclair and Renouf, 1998 as cited by Coady, 1997, p.273). They say that we cannot do grammar and vocabulary teaching at the same time for it is very unlikely. This has affected the learning of vocabulary because it will create a

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little exposure to vocabulary teaching and learning, which will lead the students to the inability to understand and master the vocabulary for their English learning.

C. Problem Limitation

The study deals with the designing of a set of web-based English vocabulary supplementary materials for the first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta. It covers the materials and the activities used in the study. The study also focuses on the kinds of exercises which are used in the design using the software. The design of vocabulary exercise activities will be the main issue in the study to serve more attractive and interesting learning activities.

D. Problem Formulation

The formulation of problems which are concluded from the main problems of the design is as following:

1. How is a set of web-based English vocabulary supplementary materials for the first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta designed?

2. What does a set of web-based English vocabulary supplementary materials for the first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta look like?

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E. Research Objectives

The objectives of the study are based on the questions in the problem formulation. First, is to answer how a set of Web-based English vocabulary supplementary materials for the first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta to create more attractive and motivating vocabulary learning activities for students is designed. Second, the writer intends to present the design of a set of web-based English vocabulary supplementary materials for the first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta.

F. Research Benefits

The study will give benefit to teachers and the first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta. The benefits of the study are it can help teachers to create more attractive and motivating vocabulary teaching activities and help students to be more motivated in learning vocabulary which in turn will help them understand and use English. Another benefit of the study is that a set of web-based English vocabulary supplementary materials for the first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta would create different learning atmosphere and increase students’ achievement toward English vocabulary.

G. Definition of Terms

The study includes some terms related to the design and it is important for the writer to clarify the meaning of the terms. The terms are Design, Web-based

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Exercise, Vocabulary, First Grade Students of Senior High, Computer Assisted Language Learning (CALL), and Software.

1. Design

‘The entire process of analysis or learning need and goal and the development of a delivery system to meet the needs; includes development of instructional materials and activities; and try out and revision of all instruction and learner assessment activities” (Briggs, 1977, P.xx). Design is very important in the study because it determines the materials and helps in the process of designing the English vocabulary materials. The writer has the main role to elaborate the vocabulary materials in order to achieve the main purpose of the study.

2. Web-based

Ritter & Stevens gives the description of web-based as “The delivery of and access to a co-ordinated collection of learning materials over an electronic medium using web server to deliver materials, a Web browser to access them…” (Ritter and Stevens, 2000, p.8). Web Based is the way to help students to learn language, in this case English language, through the use of online service.

3. Vocabulary

Vocabulary is one of the English elements which help students to achieve the language skills. In this study, vocabulary is a list of words which students learn in class based on the present curriculum. Nunan (1989) says

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that vocabulary is more than lists of target language words. As part of the language system, vocabulary intimately interrelated with grammar.

4. First Grade Students of Senior High

First Grade Students of Senior High is defined in KTSP / School Based Curriculum as the X grade students. The first grade student of senior high is about 15 – 16 of age. They are considered to have the basic skill of English from their previous educational level.

5. Computer Assisted Language Learning

“Computer assisted language learning or CALL is defined as the search for and study of applications of the computer in language teaching and learning” (Levy, 1997: 58). The implementation can be in form of online and offline connection. Online connection is the condition where your computer is connected to the internet “If you have and internet connection, you can use the wide range of online connection” (Ivens, http://books.google.co.id/books?id=wACFGD3cIfoC&pg=PT334&dq=wh at+is+online+connection%3F&lr=). Offline on the other hand is the condition where the computer is not connected to a network of computers or internet service.

6. Software

Software is defined as “Any program or routine or any sequence of machine-readable code that is designed to cause a computer to perform a desired function or set of functions, and the documentation required to describe and maintain that program or routine” (Dickinson,

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http://books.google.co.id/books?id=wA8prxoGgvYC&pg=PA1207&dq=c omputer+software+definition&lr=)

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CHAPTER II

THEORETICAL REVIEW

This chapter discusses the theories underlying the study. In this chapter, the writer serves two major points of the discussion. The first deals with the Theoretical Description which includes the instructional design, the teaching and learning of vocabulary, the senior high school English curriculum grade X, computer assisted language learning (CALL), and Macromedia Dreamweaver™ application. The second part deals with Theoretical Framework in designing a set of web-based English vocabulary supplementary materials for the first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta.

A. Theoretical Description

This part serves the theoretical background of the instructional design, the teaching and learning of vocabulary, the senior high school English curriculum grade X, computer assisted language learning (CALL), and Macromedia Dreamweaver™ application. The theory of instructional design is be used to show the plan of the instruction used in the design and to give illustration about the elements which are going to be used in the instruction. The theory on vocabulary deals with the teaching and learning of vocabulary and also the theory on Computer assisted Language Learning (CALL). The curriculum presents in this part is the School Based Curriculum or the Kurikulum Tingkat Satuan Pendidikan (KTSP) and it is used as the basis in creating the design.

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1. Instructional Design Model

In this part, the study uses Kemp’s model of instructional design. The

model will contribute to the instructional design in the designing of the instructions used in the study.

a. The Nature of Kemp’s Model

The instructional design approach by Kemp (Kemp, 1977: 8-9) is the model which supplies the approach and procedures in order to design instructions used in all educational level. The design of the approach is the first step before conducting the teaching activities. There are 8 elements that need to be required in planning the instructional design. The eight elements are flexible, meaning that you can start with the element that you are ready with and you can follow the sequence or just pick an element and start to work on it. The eight elements are (a) Goal, Topics, and General Purposes, (b) Learners characteristics, (c) Learning Objectives, (d) Subject Content, (e) Pre-Assessment, (f) Teaching or Learning Activities and Resources, (g) Support Services, and (h) Evaluation. The explanations of the 8 steps are as follows:

1) Goal, Topics, and General Purposes

The designer starts with the goal of the instructional design. The goal is required in developing the educational system to achieve the purpose of the activity. After finding the goal, the next step is to list the topics. The topic then becomes the basis for the instruction. General purposes are used to explain the topic and then to serve the objectives in order to understand more about the instructional design.

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2) Learners characteristics

The importance of knowing learners’ characteristics in the instruction is very important. The information will be a great help in implementing the instruction and to assist the students. Learning learners’ characteristics is by identifying learners’ characteristics, capabilities, needs, interests, etc. That information obtained from the students will affect the choice of topics and sequencing the objectives. Other factors which may affect the design are learning condition and learning style. Learning condition refers to groups of factors that can affect a person’s ability to concentrate, absorb, and retain information. Those learning conditions which are needed to be considered in designing the learning activities are physical environment (light, sound, etc), the emotional environment (responsibility and individual motivation), sociological environment (preference of group work, etc, and students physiology (need of food, weakness and strength). Learning style refers to the method used by students in their learning activities.

3) Learning Objectives

The designer decides that the learning objectives are needed to plan the behavioral objectives that want to be achieved and to be determined in order to fulfill what we want to accomplish with the learning. Objectives are also important to make the students understand about the achievement and the performance of the learning activities. It is also to make the learning activities coherent with the purpose of the study. Objectives are

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the most important part in designing instructional design because it decides the instructional activities in class and roles as the main control of the activities. There are three Objectives in learning; they are cognitive domain, psychomotor domain, and affective domain. Cognitive domain mainly concerns at the area of knowledge or information, and thinking. This area covers the brain which learners use to save their knowledge or information they receive. Psychomotor domain covers the movement part and this part requires the use and coordination of skeletal muscle, and the physical activities hold the role of performing, manipulating, and constructing. While the affective domain concerns about attitudes, appreciations, values, and all emotions.

4) Subject Content

The designer lists the subject content which is closely related to the objectives and the students’ needs. Subject content is considered as the traditional starting point for teachers. Kemp gives four questions to help

selecting the subject content. The four questions are: first, what specifically must be taught or learned in this topic?. This question specifies the materials that the students need to gain the objective. Second, what facts, concepts, and principle relate to this topic?. The question contains about the basis for the process and to make sure that the process that we have is on the appropriate basis. Third, what steps are involved in necessary procedures relating to this topic?, the question implies the sequence of activities applied in the process and to give clear illustration

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about the ‘track’ of the process. Fourth is what techniques are required in performing essential skills? After having all the three criteria above, the designer will have to state the technique or techniques to be used in the process.

5) Pre-Assessment

The designer makes pre-assessment in order to know students’ achievement level on a subject. Pre-assessment is meant to identify students’ knowledge and to help planning the learning activities using the data gained from the pre-test. Pre-assessment also serves as a tool to help teachers organizing learning materials so the students will not waste their time on things they already know. Kemp suggests that it is important to consider on what extent each student has acquired the necessary prerequisites for studying the topic and what the students may have already mastered about the subject to be studied. The designer needs to know the level of the learners before continuing the process, whether they have the prerequisite requirement before stepping to the next level. The second is to make sure that the students will not learn the same thing twice which will be kind of wasting time. By knowing their background knowledge, designer can just simply reinforce the knowledge they already have.

6) Teaching Learning Activities and Resources

The next step is deciding the teaching learning activities and resources that you are going to use in the activity. In the design, need to be noticed that it

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must determine the most efficient and effective methods and then select materials to provide learning experiences that will utilize the content associated with each objective. Choosing the methods and strategies may become something difficult because one method may work for particular students, but if it is used in other group of students, it might not work. Kemp provides 10 principles in learning taken from B.E Skinner and colleagues who both are psychologists. The principles are pre-learning preparation, motivation, individual differences, instructional conditions, active participation, successful achievement, knowledge of results, practice, rate of presenting material, instructors’ attitude

7) Support Services

Support services are the supplementary elements in designing the learning activity. Some designers often neglect the use of services until they are ready to use it. Support services include funds, facilities, equipment, and personnel. Those services are very crucial in the implementation of the program so the program will not be a monotonous program. To use the support services, we need to consider the instructional plan. This is to create a supporting service which will work with the instruction.

8) Evaluation

The designer sets the evaluation to judge students’ achievement on the subject. Evaluation is conducted when the students have finished the purposed materials and they are ready to do the evaluation. Evaluation also used to determine whether an instructor is teaching for high-level

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objectives. Once you are satisfied with the extent and completeness of the learning objective, you are ready to work on ways to evaluate them.

The eight (8) elements are related to one another and they are coherent in terms of the implementation in the instructional activity or learning activity.

Evaluation

Supporting services

Teaching learning activities and

sources _Pre- Assessment

Subject Content

Learning objectives

Learners’ characteristics

Goal, topics and general purposes

Revision

use of Ke tional model to deal

with th mp’s mo

theoretical framework

Figure 2.1: Diagram of Kemp’s Model In this study the writer made mp’s Instruc

e materials which are presented in the design. Ke del is chosen for its flexibility since the writer may start from any cycle in the model. Further explanation about the implementation of Kemp’s model will be explained in the

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2. Teaching and Learning Vocabulary

“The most fundamental guiding principle [for] those who are anxious to be this: Memorize perfectly the largest number

ss attractive. Students often find th

proficient in foreign conversation… is

of common and useful word-groups!” (Palmer as cited by Nunan, 2003, p.130). The statement states that vocabulary teaching and learning is important in the acquisition of any language because of by having sufficient vocabulary, students will be able to acquire the intended language better. The same way will also happen in learning English language, we need to learn the English vocabulary since it is the central point in acquiring the English language and by doing so learners will have greater chances to acquire English language. By understanding the vocabulary used in English, students will find it easier to absorb the materials and if they do, it will motivate them to learn English.

The problem faced in teaching and learning vocabulary is that the materials used in teaching and learning materials are le

at their vocabulary learning activities are boring since the materials and media used are less attractive to students, this situation creates students with less motivation. When students have little motivation toward the activities that they are working with, they will tend to put less attention to the activities. Another problem which is being faced is the lack of exposure. In class, students seldom have vocabulary exercise activities as their vocabulary exposure and they also have little time to practice themselves learning vocabulary during their English learning.

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a. Background to the Teaching of Vocabulary.

In teaching vocabulary, we need to consider four (4) strands of teaching vocabulary; the four strands are (Nunan, 2003, p.133-134):

at least three-quarter that does not include in the three-q

2). Del

unds, r, etc. Knowing the language feature

3). Lea

ing the speaking and writing skill. Acquiring

the context, but also can be

done t

1). Learning from meaning- focused input

This involves the ability to know most of the words that are going to be used in the activity. By knowing

of the words, the other words

uarter part will be understood by guessing from its context. This first steps involves learning from listening and reading.

iberate language-focused learning

Deliberate learning is the activity of focusing the vocabulary learning to factors outside the context, like so pronunciation, spelling, gramma

s will help learners to understand, especially to memorize words easily.

rning from meaning-focused output

Learning from meaning-focused output involves the activity of us

vocabulary is not just reading from

hrough the implementation of the words. When we learn vocabulary by producing it, the words that we are learning will stay in our memory better, because by doing the words in spoken or

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written way; learners will be able to memorize it well through their experience of using it.

eloping fluency

Developing flu 4). Dev

ency is done through the four skills, g, reading, and writing. Those four skills need to be used

b. Principles f

To sup iples for

hing vocabulary are focused on how teachin

Learners need to focus their vocabulary learning on the most useful the high frequency words are words

listening, speakin

in developing fluency, but in the implementation, learners have to develop independently on each skill. In developing fluency, learners need to use the language items (grammar, spelling, etc). Learners need to notice th t in the process of developing fluency, they have to do it in steps meaning that they have to make it one step faster then the previous practice.

or Teaching Vocabulary

port the four strands in teaching vocabulary, there are princ teaching vocabulary. Principles for teac

g vocabulary is applied to help students to learn English. The principles are:

1) Focus on the most useful vocabulary first.

vocabulary first. The useful vocabulary or

which are often used in texts rather than low frequency words. “Teaching useful vocabulary before less useful vocabulary gives learners the best return for their learning effort” (Nunan, 2003, p.135). For example, the word for. It can be used as in order to help as in what can I

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do for you?, indicating purpose as in go for a walk, indicating destination as in Is this bus for Chicago?, indicating reason as in Please take care of her for my sake, etc. Compare the word for with the word glee, it is used to express a feeling of great delight that makes one want to laugh, for example He chuckled with glee at the little joke he was about to make (Hornby, 1995, p.459 and 502).

Focus on the vocabulary in the most appropriate way. Focusing on the strategy in le

arning vocabulary can be a good way using word parts, guessin

order for learners to be able to involve communicatively on the four strands (listening, reading, speaking, and writing).

to achieve more vocabulary. Those strategies are

g from context, using word cards, and using dictionaries. Using word parts like prefixes and suffixes to help learner to understand low frequency words. The next strategy is guessing from context. Using high frequency words, the learners are able to guess the words which are included in low frequency words. Cards can also be used to learn vocabulary, learner may use card to write the vocabulary on one side and the other side is for the translation. Then the card is kept and can be used anytime learners want to read or learn the vocabulary. The last strategy is using dictionaries to acquire vocabulary.

Give attention to the high frequency word across the four strands of a course.

The four strands in English should pay attention the high frequency words in

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4) Encour

rning. “Taking the

of options

c. Selec

selecting what words to teach. The selection is done on the idea that the words should be appropriate and useful for their English

easily test (e.g. a, the, of,

then to choose every tenth word if this will give age learners to reflect on and to take responsibility for learning.

The final principle suggests learners to be responsible on their own learning since they are the main part of vocabulary lea

responsibility requires (1) the knowledge of what to learn and the range for learning vocabulary, (2) skill in choosing the best options, and (3) the ability to monitor and evaluate progress with those option” (Nunan, 2003, p.140).

ting Vocabulary

The initial step for conducting the vocabulary teaching and learning is

which students will learn

language acquisition. Selecting the vocabulary used in the exercises need careful attention because it will affect the output of the design.

In order to have good selection of words, we need to pay attention to the following steps as proposed by Nation:

1) First, we must exclude all the words that cannot

be, etc). In fact the test will be easier to make if we test only nouns, verbs, adjectives, and adverbs.

2) Second, after we have excluded the words we cannot test, we must find a good way of choosing the test items from the words left. The best way is to number the words and

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d. The

ard the use of students’ native language in the vocabulary learning. It says that teaching vocabulary using students’ native ther tongue takes time which could b

unimportant word in a reading text. When teacher’ goal is to help the the unimportant word in text, translation

various types of words will be easier ber of translation to help students to

they have understood something which was presented in another way. The Importance of Students’ Native Language

There are some criticisms tow

language will be a waste of time “The use of the mo

etter be spent in using English” (Nation, 1990, p.52-53). It surely states that using students’ mother tongue will cut the time allocation used to teach vocabulary. Despite the criticism above, Nation has found some advantages of that using the students’ native language to teach vocabulary. Those advantages are:

1) Translation can de done quickly

The speed of translation is an advantage if teacher wants to pass over an

students by avoiding explaining

using students’ native language will be a good way because teacher can save time used to explain the unimportant word so the important word will have greater time to be explained.

Translation is not limited

It can be used to explain many different types of words. Using students’ native language the teaching of

because it allows unlimited num understand the English vocabulary.

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use of students’ native language will help teacher to decide whether the teaching process of vocabulary is successful or not, because using students‘

From

greate

langua

tudy the writer made use of principles in teaching and learning

as cited by Gargiulo, http://books.google.co.id C&pg=PA208&lpg=PA208&dq=curriculum%3Bdefniti on&sou

native language, students will be easier to give respond and comment to the teacher.

the above advantages it is clear that learning English vocabulary will have r chances to be acquired by students if the usage of students’ native

ge is considered important in the teaching and learning process. In the s

vocabulary proposed by Nation. The theory will be the basis in developing the materials in the design

3. English Curriculum

“A series of carefully planned and designed activities, events, and experiences intentionally organized and implemented to reach specified objectives and goals…” (Dunst

/books?id=Qkdp_O35Xig

rce=bl&ots=SDwJp7jQf2&sig=Gj0iAm-WQIepmgCua9y60C9Vw&hl=id &ei=ete1SeiYJpz-6QOl7ZSiCQ&sa=X&oi=book_result&resnum=5&ct= result). Curriculum plays major role in learning process because curriculum provides constraints and rules to design syllabi which will be used to develop learning. In designing a syllabus, we need to refer to curriculum in order to create a design which appropriate to the curriculum’s objectives and the level of students.

The latest curriculum is the School Based Curriculum or the Kurikulum Tingkat Satuan Pendidikan (KTSP). This curriculum requires schools to develop

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their own curriculum which is appropriate to their schools’ condition, this to create an effective curriculum because each school has different condition and demand. By using their own curriculum, the schools can achieve the objectives of learning. KTSP also demands the learning process to be more student-centered, meaning that the materials and activity is directed to help students to be more active and independent. The purposes of KTSP are to develop communicative competence in written and spoken to achieve informational literacy level, to understand the importance of English in order to enhance competitiveness in the global society, and to develop students’ understanding on the correlation between language and culture. From the purpose above we can conclude that KTSP is directing material designers to help learners to understand English language merely not as a new input to their knowledge of language but it is more on how the language connects them to the real world and to broaden their knowledge about the variety of cultures the English language has. KTSP also helps the teaching and learning activities of English to be more effective by not only focusing on how to us English in written and spoken but it gets deeper to that the learners will learn the basic construction of English language through its culture and its use in global scope.

Teaching vocabulary in school using computer as the assisted exercise media will be based on the objectives of KTSP. The implementation of the design will help the students gain more vocabulary which will help them learn English better. The program is designed in order to help students to have more attractive materials which will help them to motivate themselves in learning vocabulary.

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The pr

ocabulary since the materials are the same with the materials they are lear

The design uses the supplementary materials to indicate its materials since the materials designed in the study are the additional materials to the students’ main materials which they have learned in class. The basis for developing the supplementary materials is to help the students to have more exposure on their o, the writer designs materials which accomodates ogram is also designed to help students to have more exposure to vocabulary materials in form of exercises. It is also to help students to compete in global society. By having broader knowlegde of vocabulary, students will be easier absorbing new vocabulary in English since they have already had the competence.

In this study the writer made use of the School Based Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP) for the first grade students of senior high school to acquint the design with the objectives stated in KTSP. The purpose is to help the students to achieve the same result and to ease them in learning the v

ning in class.

4. Supplementary Materials

English vocabulary and to do s

their vocabulary materials which they have learnt in class. Desingning supplementary materials will also make sure that the students will achieve the same objectives with the school.

In the study the writer made use of supplementary materials since the materials used in the study are additional materials to the materials that the

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students have learnt in class. Desigining the supplementary materials will also help the students to learn more on the English vocabulary because the students are

plications of computers for ent implies that the use of mpu

1) Computer gives individual attention to learners

generally adapts the

ear of being ridiculed exercising the same topic they have learnt in class.

5. Computer Assisted Language Learning (CALL)

“Recently, though, computers have become so widespred in schools and homes and their uses have expanded so dramatically that the majority of language teachers must now begin to think about the im

language learning” (Warschauer, 1996, p.1). The statem

co ters in school is possible, this makes teachers start to give signal to the implemention of computer in their teaching and learning process. Below we will see the advantages of computer in language teaaching and also the role of computer in CALL

a. The Advantages of Computer in Language Teaching

The use of computer in language teaching offers several advanteges as stated by Kenning (Kenning, 1983, p.2-3). The advantages are:

2) It guides the learners toward the correct answers and material to his or her performance

3) It offers privacy, which relieves learners from the f for the mistakes by their classmates.

4) Computer is patient and will tirelessly go over the same points for as long as is necessary

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5) Computer is consistent, unbiased, and has no “Off days”

6) For teachers, computer offers the opportunity to make better use of their

we can see that the implementation of computer in and students.

The use of computers in class has brought technology as a tool to help learners to achieve better result in their learning in their effort to acquire English language. “Chapelle and Jamieson have long suggested that research on

ant in language acquisition” (Warsc

“To function as a tutor in some subject, the computer must be computer presents some subject material, the student responds, the computer evaluates the response, and from the results of the evaluation, time and expertise

Seeing the advantages above,

vocabulary teaching will provide many advantages to the teachers

b. The Role of Teachers and Computer in CALL

computers incorporate the areas known to be relev

hauer and Healey, 1998, p.63). Using computer to acquire English language is by means of CALL. CALL is one of the form which computer is applied in the language teaching and learning. the use of CALL provides the learning activities with a program/software to enhance the learning process. Computer in CALL is developed to help students by providing independent exercises and useful feedbacks. The materials and exercises used in CALL are made on the basis of students’ level. The process in CALL promotes learners to be independent with their learning process and helps providing enough practises.

The role of computer in call is divided into 3 functions, as tutor, tool, and tutee.

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determines what to present next. At its least, the computer keeps complete records of each student being tutored...

To function as a tool, the computer need only have some useful capability programmed into such as statistical analysis, super calculation, or word

It is cl

tutoring the students but also as tool and tutee. As tutor, computer helps students to lear

merely he program. Computer

“assisted”, i.e. a servant, since it functions only as an assistant in language

the teacher’s position, it is totally dependent on the teacher in many ways: for an to tation the teacher. That is, it is the teachers who can make various roles. Without the teacher, the computer will

w 0

Using loose

processing. The learner can then use it to help them in a variety of subjects...

To use the computer as tutee is to tutor computer, for that, the student or teacher doing the tutoring must learn to program, to talk to the computer in a language that is understands.” (Levy, 1997, p.83)

ear that the function of computer used in CALL is not only a matter of

n language and evaluate their performance, as tool, computer is used as a device to analyze students’ progress and to run t

as tutee helps both teachers and students to create a program which supplies their needs, this will need sufficient programming skill. The role of computer in learning process will influence the process and also the output of the learning.

The role of teachers in Computer Assisted Language Learning is not completely being omitted.

As the name Computer-Assisted Language Learning suggests it is learning. Its role in education is that of a medium. Far from threatening example, it is unable to created educational materials without a hum direct it. All the language material and instructions for its presen must be specified by

the computer assume

be powerless. (Jia Yi-Dong, ww.linguist.org.cn/doc/uc2007 8/uc 20070811.pdf)

computer as the main part of the activities does not mean that teachers their role in learning process. Instead, their role is transformed into

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contrib

implem L depends very much on the extent to which the teacher

Figure 2. 2: Farrington’s Triangular Model (Levy, 199, p. 101)

arrington’s Triangular model illustrates that there are class, computer, and odel proposed that the role of computer is as tool and it enables utor and author. Teachers as contibutors mean that their “Actual

entation of CAL

has been envisioned as having a significant role to play” (Levy, 1997, p.100). Teachers as contributor contributes to the process of learning by providing suggestions, and additional explanation which computer does not include in the program. While, the role of teacher as authors is based on the reason that teachers can use other programs or create their own program. In teachers as authors, the teachers design their own program which based on the real situation of the learning environment and later, the materials included in the program can be appropriate to the learning process. The process of authoring program will need sufficient programming skill in order to create a program with quality. Farrington proposed a model to understand more about the role of teachers in Computer Assisted Language Learning. The model is:

Class Computer

Teacher

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teacher to have full control over the learning process and teacher holds most of the learning

styles, it is certainly not a complete substitute for a teacher since there are ubtleties for any specific learning style. It is the teacher who can cope with different learners in terms of their different motivations,

ers are still playing the important part of the process in Compu provide will fi are using ompu

ls, a Web browser to access them and the TCP/IP and HTTP protocols to mediate the exchange” (Alan, Ritter and Stevens, 2001, p.8).

process.

The role of teacher in CALL is important since teachers provide things that computer do not.

While the computer is able to accommodate a substantial range of learning still some s

emotions (e.g. anxiety), learning strategies, etc. (Jia Yi-Dong, www.linguist.org.cn/doc/uc200708/uc20070811.pdf).

It indicates that teach

ter Assisted Language Learning. During the learning process, teachers the interpersonal and intrapersonal connection with their students which

ll the gap where computers can only exercising and giving feedback. Implementing CALL to support language learning process to learners should not

neglect the role of teachers and other elements in traditional classroom.

In the study the writer made use of Computer Assisted Language Learning (CALL) as the theory in developing the computer program which will be applied in class. The theory of CALL underlies the role of computer in class and the most important thing is it states the role of teacher in class since the activities

c ter as the media. c. Web-based Learning

The tem web-based learning is defined as “The delivery of and access to a co-ordinated collection of learning materials over an electronic medium using web server to deliver materia

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The above citation explains that web-based learning is a way to provide learning materia

ers accessibility

ss the materials since the d as the students or learners visit website.

ily update their materials in th the students’ or learners’ needs.

ust to run hey will be able to open or run the ls to student through the use of internet services. Using the internet services the students would be able to access the materials anywhere and anytime where internet services are available. Website also offers students with sources which serve less cost of learning since students do not have to buy books or programs to access the learning materials. This is also the main concern in the implementation of web-based learning in vocabulary learning since students would be able to access the vocabulary materials online and offline. Web-based learning is implemented in the study to create a more attractive and interesting vocabulary materials.

The reasons for applying web-based learning are: 1) Increased client base

Using website the number of potential users is increased since it allows anyone or specific users to use the materials.

2) Increased learn

Students or learners will be easier to acce materials are presente

Easy of updating the learning materials Using website, teachers or designer can eas their website in order to pace wi

Platform independence

Students or learners do not have to install or buy new program j the materials because by using website, t

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materials through internet services. Increased learner effectiveness 5)

sity of the students or learners can be taken into

rt features like electronic bulletin and also

laced online and made accessible using indexing

’s learners will expect some type of web-based support for the

s ifelong learning, and web-based learning is

10)

s that the primary learning institution is no longer in primary importance. The situation will create more competition to create a good website for learning.

Using website the diver

account in terms of experience, skills, explanation, opportunity to proceed at their own pace, etc.

Administrative support

Website can be set up to suppo

information about the results, tutor lists, timetables, grades, and other resources

Resource and reference The materials can be p

programs and utilities, allowing students or learners to have equal access Increased learner expectations

Tomorrow

typical learning event

Changing nature of knowledge

Knowledge is increasing rapidly and will be obsolete in five years. Thi means that there is a need for l

a convenient and cost-effective way of providing learning. Increased competition

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website

online. with a more

ish vocabulary learning materials since the design allows

also he

and the connection.

scholp/calleval.htm) it statement that evaluation on the website in the study is importa

1) Evaluation of materials prior to purchasing them or creating access to In this study, the writer made use of web-based learning to support the design and to help students or learner to have access on the materials Through website, students or learners will be provided

attractive and interesting Engl

the usage of animations and colors to support the design. Using the design lps students or learners to have vocabulary learning materials which is free y can access through online and offline

d. Website Evaluation

Website evaluation here refers to the criteria used to evaluate the design, which is the website, to make sure that the website which will be used in vocabulary teaching and learning activities suite to the criteria of a good website in order achieve the objectives. “Evaluation therefore implies an activity where something is declared suitable or not and consequent decisions are to be made or action taken” (Scholfield, http://privatewww.essex.ac.uk/~

is clear from the above

nt for teachers or users to provide them with information whether the website is good to be applied in vocabulary teaching and learning activities.

The implementation of website evaluation done by teachers or other experts is consider important before using the website or the software in class, this is because they have to clearly make sure that the website they are going to use in class will supply good quality of teaching and learning activities. Website evaluation is done in three ways, they are:

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them for any learners.

2) Evaluation after purchase or otherwise acquiring availability of software,

means relying on one’s own ere,

what is good or bad or AL theory” (Scholfield, http://privatewww.essex.ac.uk

perience and also from the standard criteria for a good

e checklist method, teachers or experts need to pay atte

but before use.

3) Evaluation after the program has been acquired and used with some learners for a bit.

The method used to evaluate website is through the use of Introspective judgmental evaluation. “Introspection

judgment/experience, and maybe published consensus in what should be th

/~scholp/calleval.htm). This means that the method use the criteria taken from the teachers’ or experts’ ex

website. This method uses checklist which consists of list of criteria to evaluate the website. In using th

ntion to three main points in the method (a) detail of the program, (b) the

target learners in a situation at a particular level, an (c) the use of research/theory. The implementation of the checklist needs to supply the three (3)

points above in order to have a good evaluation on the website.

The checklist method provides teachers or experts with three (3) main criteria, they are (1) Specification, (2) Program design, and (3) Pedagogically relevant features.

1) Specification

Specification is the external pre-requisites of the software, this criteria elaborates:

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(a) Aspects of software that are usually present and need to be looked at separately for evaluation

(b) Aspects of the teaching or learning situation that are usually present and which are relevant to deciding if (a) is suitable or not

t? levant features

often present and need to be looked

ing or learning situation that may well need

a particular

hored or used in some way so that if fitted 2) Program design

Relates to the software, mainly the computer-user interface which includes:

(a) Aspects of software that are usually present and need to be looked at separately for evaluation

(b) Aspects of the teaching or learning situation that are usually present and which are relevant to deciding if (a) is suitable or not

Deals with the language or task which includes: (a) Some aspects of software that are

at separately for evaluation (b) Some aspects of the teach

to be taken into account when deciding if the aspects of the program listed in (a) are suitable or not for particular learners in

situation

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The criteria then will be used to evaluate the website. The criteria listed in the checklist are flexible meaning that you can add the criteria which suits to your

designed website in order to know whether the website is appropriate to the target

or from respondents. The checklist

y. The use of the software is as a medium to help eatin

Macromedia. It is a sophisticated program that is noted for many seamlessly move back and forth and make changes in both the visual mode

de”. (Ziff Davis Publishing Holdings Inc, www.pcmag.com/0,2542,t=Dreamweaver&i=41988,00.asp.htm)

This program is a user-friendly program and is used to design program or software to be published online or offline. The program provides users with several hints and easy navigation buttons which enable users to design their own program. Using this designing program, users will have a lot of features used to create an attractive software for different purposes. Usually Macromedia Dream

situation. It is also free for teachers or experts to organize the point in the ecklist in various ways.

In the study the writer made use of website evaluation to evaluate the

situation which is the first grade of Sekolah Menengah Atas Negeri 9 Yogyakarta not and also to gain suggestions and comments

can be seen in appendix 4.

6. Macromedia Dreamweaver™ Application

Macromedia Dreamweaver™ is a software programming that is used to create website in the stud

cr g attractive website design to gain students motivation in learning vocabulary and to expose them using exercises designed using the software.

“A Web authoring program for Windows and the Macintosh from advanced features, including the "Roundtrip" capability which lets you and HTML mo

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(WWW the des

with tutorial program which contains the introduction of the area of work, the tools, animation, etc. Templates are also available here to ease users in designing the program.

In the study the writer made use of Macromedia Dreamweaver™ as the programming software in the design. Macromedia Dreamweaver™ is the software used to design the whole web page and to manage the navigation in the design. This programming software also accommodates the features that are going to be presented in the website.

B. Theoretical Framework

In this study, the writer explains the use of computer to teach vocabulary for the first grade students of senior high school. The use of computer to teach vocabulary is supported by Macromedia Dreamweaver™ as the programming software to design the website for vocabulary learning. On the other side, in order

to serve a valid design of vocabulary materials, the writer uses Kemp’s Instructional Design to design the materials.

Kemp’s model was adapted in designing the instructions. There are 8 steps as explained in the Theoretical description. However, the writer made use of 6 steps from Kemp’s model because the writer considered that those 6 steps are the most important steps for developing the instructions used in the design. The steps adapted from Kemp’s model are as follows:

). When designing a program, users will be guided with easy steps to start ign process. Macromedia Dreamweaver™ also provides beginner users

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1. Learners characteristics

This cycle identifies learners’ characteristics, capabilities, needs, interests, etc. Using the information obtained from this cycle, the writer will be able to

l purposes

general purposes which will explain the topics.

(facts and information), skills (step-by-step procedures, conditions, and choose the topics and to sequence the objectives that will be achieved by the design. In order to achieve the information needed about learners’ characteristics, the questionnaire will be given to the first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta. The result of the questionnaire will help the writer to compose the appropriate design

2. Goal, Topics, and Genera

After knowing the learners’ characteristics, the writer moves into choosing the goal. As we know that defining the goal will help to achieve the purpose of the activity. The goal of the design is to help first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta learn English vocabulary using computer since their English vocabulary learning in class is monotonous and have less exposure. When the goal is set, then the writer will decides what topics that will be used in the design and also the

3. Learning objectives

Learning objectives are the intended result of the design or what the students will accomplish from the learning. Objectives are also considered as the controller of the activities in the design.

4. Subject content

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requirements), and attitudinal factors of any topic. Choosing the subject content needs to consider the objectives stated in the design.

5. Teaching and Learning activities and resources

n the most useful vocabulary first.

e responsibility for learning.

emp’s model to design the Teaching learning is the selection of the methods which will influence the materials used in the design. The principles of vocabulary teaching and learning based on Nunan (2003) are as follows:

a. Focus o

b. Focus on the vocabulary in the most appropriate way.

c. Give attention to the high frequency word across the four strands of a course.

d. Encourage learners to reflect on and to tak 6. Evaluation

Evaluation is conducted at the end of the activity to measure students’ achievement. Evaluation is also to determine whether an instructor is teaching for high-level objectives.

In the study the writer made use six steps of K material as seen in figure 2.4 on page 41.

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Figure 2.3: The Writer’s Design Model Identify learners’ characteristics

Evaluation

Selecting teaching and learning activities and resources (Designing the vocabulary)

Formulating goal, topics, and general purposes

Specifying learning objectives

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Competence Standard : Students are able to offer help and respond

Assessment Basic

Competence Material Learning Experience Indicator Type Instrument Example

Time

Allotment Source Students are

able to

understand and use English both in oral and written form

Preparation

Vocabulary Focus

Learning from Input and Output

Reflection

Students read the list of vocabulary

Students match the items with the Indonesian equivalent Students play the crossword

Students listen to recording

Students comprehend the recording

Students state true or false based on the questions

Students make a dialogue

Students practice their dialogues

Students write their reflections

Read the vocabulary used in offer help and respond and understand the part of speech

Understand the vocabulary used in offer

help and respond

Comprehend passsage about offer help and respond

Write a dialogue about offer help and respond

Speak the dialogue about express offer help and respond

Reflect about their learning achievement

Individual assessment

Practice Read aloud the words presented in the list. Those words will be used in the exercise Match the items on the right to the items on the left

Complete the crossword

Listen carefully to the recording

Listen to the recording again and fill in all the gaps

State True (T) or False (F) based on the recording you heard Make a dialogue Practice the dialogue with your friends. Ask others to see your performance

What do you feel after learning vocabulary with the exercises?

1 x 45’ www. ESL-Lab. com

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106

SYLLABUS Unit/Lesson : 6/6

School : SMA N 9 Yogyakarta Subject : English Language Class / Semester : X / First Semester

Skill :

Competence Standard : Students are able to write procedure of making something

Assessment Basic

Competence Material Learning Experience Indicator Type Instrument Example

Time

Allotment Source Students are

able to

understand and use English both in oral and written form Preparation Vocabulary Focus Learning from Input and Output Reflection

Students read the list of vocabulary

Students match the items with the Indonesian equivalent Students play the crossword

Students listen to recording

Students comprehend the recording

Students make a dialogue

Students practice their dialogues

Students write their reflections

Read the vocabulary used in write procedure of making something and understand the part of speech

Understand the vocabulary used in write

procedure of making something

Comprehend a passsage and the vocabulary about write procedure of making something

Write the procedure in making a food

Speak about the food the students have made Reflect about their learning achievement

Individual assessment

Practice Read aloud the words presented in the list. Those words will be used in the exercise

Match the items on the right to the items on the left

Answer the questions by filling in the blank space provided

Listen carefully to the recording

Listen to the recoding again and fill in all the gaps

Be the chef

Answer the questions by filling in the blank space provided

What do you feel after learning vocabulary with the exercises?

1 x 45’ www. ESL-Lab. com

(3)

Skill :

Competence Standard : Students are able to express disbelief or surprise

Assessment Basic

Competence Material Learning Experience Indicator Type Instrument Example

Time

Allotment Source Students are

able to

understand and use English both in oral and written form

Preparation

Vocabulary Focus

Learning from Input and Output

Reflection

Students read the list of vocabulary

Students match the items with the Indonesian equivalent Students answer the questions

Students listen to recording

Students comprehend the recording

Students make a dialogue

Students practice their dialogues

Students write their reflections

Read the vocabulary used in express disbelief and surprise and understand the part of speech

Understand the vocabulary used in express disbelief and surprise

Comprehend passsage about express disbelief and surprise

Write a dialogue about express disbelief and surprise

Speak the dialogue about express disbelief and surprise

Reflect about their learning achievement

Individual assessment

Practice Read aloud the words presented in the list. Those words will be used in the exercise

Match the items on the right to the items on the left

Complete the crossword

Listen carefully to the recording

State True (T) or False (F) based on the recording you heard Make a dialogue Practice the dialogue with your friends. Ask others to see your performance

What do you feel after learning vocabulary with the exercises?

1 x 45’ www. ESL-Lab. com

(4)

108

SYLLABUS Unit/Lesson : 8/8

School : SMA N 9 Yogyakarta Subject : English Language Class / Semester : X / First Semester

Skill :

Competence Standard : Students are able to make and cancel appointment

Assessment Basic

Competence Material Learning Experience Indicator Type Instrument Example

Time

Allotment Source Students are

able to

understand and use English both in oral and written form Preparation Vocabulary Focus Learning from Input and Output Reflection

Students read the list of vocabulary

Students match the items with the Indonesian equivalent Students play the crossword

Students listen to recording

Students comprehend the recording

Students make a dialogue

Students practice their dialogues

Students write their reflections

Read the vocabulary used in Make and cancel an

appointment and

understand the part of speech

Understand the vocabulary used in Make

and cancel an appointment

Comprehend a passsage and the vocabulary about Make and cancel an appointment

Write a dialogue about express disbelief and surprise

Speak the dialogue about Make and cancel an appointment

Reflect about their learning achievement

Individual assessment

Practice Read aloud the words presented in the list. Those words will be used in the exercise

Match the items on the right to the items on the left

Complete the crossword

Listen carefully to the recording

Listen again to the recording and fill in all the gaps

Make a dialogue Practice the dialogue with your friends. Ask others to see your performance

What do you feel after learning vocabulary with the exercises?

1 x 45’ www. ESL-Lab. com

(5)

(6)

Designing a set of web-based english vocabulary supplementary materials for the first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta.

S

K

abar tak perlu tunggu mur.

alau mau ekarang saatnya atihan

s

u

l

KOMPAS

106

108

Design Material

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Dukungan

Links

Designing a set of web-based english vocabulary supplementary materials for the first grade students of Sekolah Menengah Atas Negeri 9 Yogyakarta.

S

K

abar tak perlu tunggu mur.

alau mau ekarang saatnya atihan

s

u

l

KOMPAS

106

108

Design Material

Parts

Dokumen yang terkait

Designing a set of supplementary english vocabulary materials using flashcards for the first grade of Joannes Bosco elementary school.

Designing a set of supplementary vocabulary materials for the sixth grade students of SDN Gergunung 1 Klaten.

A set vocabulary supplementary materials for the eleventh grade students of SMA Pangudi Luhur Yogyakarta.

Designing a set of English vocabulary instructional materials based on multiple intelligences for the fourth grade students of SD Negeri Dayuharjo Yogyakarta.

Designing a set of supplementary english materials using pictures as the media to teach vocabulary to the first grade autistic students of Sekolah Lanjutan Autis Fredofios Yogyakarta.

Designing a set of supplementary integrated english instructional materials based on multiple intelligences theory for the tenth grade students of SMA Negeri 11 Yogyakarta.

Designing a set of supplementary materials using task-based learning in teaching vocabulary for the first grade students of senior high school.

Designing a set of supplementary grammar materials for the first year students of the junior high school based on the 1994 english curriculum.

Designing a set of English vocabulary instructional materials based on multiple intelligences for the fourth grade students of SD Negeri Dayuharjo Yogyakarta

DESIGNING A SET OF SUPPLEMENTARY INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS BASED ON MULTIPLE INTELLIGENCES THEORY FOR THE TENTH GRADE STUDENTS OF SMA NEGERI 11 YOGYAKARTA

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