Designing supplementary English instructional vocabulary materials using realia as the media for the sixth grade students of Kanisius Babadan Elementary School.

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vi ABSTRACT

Dyanti, Christina Ajeng Sekar, 2010. Designing Supplementary English Instructional Vocabulary Materials Using Realia as the Media for the Sixth Grade Students of Kanisius Babadan Elementary School. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

The English teacher of Kanisius Babadan elementary school found difficulties in motivating and encouraging the students to achieve the English competence. Since the students had lack of motivation and teacher had lack of creativity in delivering vocabulary materials due to time and resource limitation, it was an opportunity for this study to help the students and the English teacher. This study attempted to design supplementary English instructional vocabulary materials using realia as the media for the sixth grade students of Kanisius Babadan elementary school.

To obtain the objective of this study, the writer formulated two research problems: (1) what is the design of supplementary English instructional vocabulary materials using realia as the media for the sixth grade students of Kanisius Babadan elementary school, and (2) how does the design work in teaching supplementary English instructional vocabulary materials using realia as the media for the sixth grade students of Kanisius Babadan elementary school.

The writer combined two instructional design models from Kemp (1977) and Yalden (1983) employing 7 steps. Those steps were merged and put together under the umbrella of Borg and Gall’s (1986) Educational Research and Development (R&D) as the research method. Due to time and resource limitation, only seven out of ten stages of the R&D model were employed. The seven steps were: (1) research and information collecting, (2) planning, (3) developing preliminary form of product, (4) preliminary field testing, (5) main product revision, (6) main field testing, and (7) operational product revision.

To answer the first research problem, the writer conducted the research and information collecting by distributing the pre-design questionnaires to all of the sixth grade students in the classroom, interviewing the English teacher, and conducting observation in the classroom. The design of supplementary English instructional materials was then evaluated by distributing the post-design questionnaires 1 to one English teacher, one lecturer, and two English instructors. To answer the second research problem, the writer distributed the post-design questionnaires 2 to all of the sixth grade students in the classroom.

The result of the evaluation from the post-design questionnaire 1 showed that the mean of the degree of agreement of the statements range from 3.75 to 4. It indicated that the design of supplementary English instructional vocabulary materials was ready to be implemented. The result of the implementation was very satisfying, all of the students agreed that the design of supplementary English instructional vocabulary materials using realia as the media was interesting and motivating. In addition to the result, the respondents suggested the writer to provide the source of the pictures in the students’ book and make a clearer and a

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vii

simpler instruction. All suggestions had been accepted for the materials improvement.

The designed materials consisted of 8 units. Each unit was divided into eight parts, namely “Stimulation”, “Let’s Listen”, “Say it Smoothly”, “Let’s Read”, “Write it down”, “Language focus”, “Let’s Play a Game”, and “Sum it Up”. Every unit had various activities and those activities were aimed to help the sixth grade students of Kanisius Babadan elementary school. As the concluding remark, the writer of the study expected that the design of supplementary English instructional vocabulary materials using realia as the media will be useful for the students in mastering English vocabulary, so they will be ready in the higher level.

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viii ABSTRAK

Dyanti, Christina Ajeng Sekar, 2010. Merancang Materi Tambahan Pembelajaran Kosakata Bahasa Inggris Menggunakan Realia sebagai Media untuk Siswa Kelas Enam (6) di SD Kanisius Babadan. Yogyakarta: Program Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Guru bahasa Inggris di SD Kanisius Babadan menjumpai kesulitan-kesulitan dalam memotivasi dan mendorong para siswa untuk mencapai kompetensi bahasa. Semenjak siswa memiliki kekurangan motivasi dan guru memiliki keterbatasan kreatifitas dalam menyampaikan materi kosakata bahasa Inggris yang disebabkan oleh keterbatasan waktu dan sumber bahan ajar, hal tersebut merupakan kesempatan bagi studi ini untuk membantu siswa dan guru bahasa Inggris. Studi ini berupaya untuk merancang materi tambahan pembelajaran kosakata bahasa Inggris menggunakan realia sebagai media untuk siswa kelas enam (6) di SD Kanisius Babadan.

Untuk mencapai tujuan pembelajaran, penulis menuliskan dua (2) masalah penelitian: (1) seperti apakah rancangan materi tambahan pembelajaran kosakata bahasa Inggris menggunakan realia sebagai media untuk siswa kelas enam (6) di SD Kanisius Babadan dan (2) bagaimanakah rancangan tersebut bekerja dalam pengajaran materi kosakata bahasa Inggris menggunakan realia sebagai media untuk siswa kelas (6) di SD Kanisius Babadan.

Penulis menggabungkan dua model rancangan pembelajaran dari Kemp (1977) dan Yalden (1983) yang menggunakan 7 langkah. Langkah-langkah tersebut digabungkan dan diletakkan bersama dibawah payung Borg dan Gall (1986) sebagai metodologi penelitian dan pengembangan (R&D). Karena keterbatasan waktu dan sumber, hanya 7 dari 10 langkah metodologi penelitian dan pengembangan (R&D) tersebut yang digunakan. Ketujuh langkah tersebut adalah (1) penelitian dan pengumpulan informasi, (2) perencanaan, (3) pengembangan produk pendahuluan, (4) uji pendahuluan lapangan, (5) perbaikan produk utama, (6) uji lapangan utama, dan (7) perbaikan cara kerja produk.

Untuk mendapatkan data yang diperlukan, penulis mengadakan penelitian dan pengumpulan informasi dengan mengedarkan kwesioner kepada seluruh siswa kelas enam (6) di kelas, mewawancarai guru bahasa Inggris, dan melakukan observasi di dalam kelas. Rancangan materi tambahan pembelajaran kosakata bahasa Inggris kemudian dievaluasi dengan mengedarkan kuesioner kepada 1 guru bahasa Inggris, 1 dosen, dan 2 instruktur bahasa Inggris. Untuk menjawab masalah penelitian yang kedua, penulis mengedarkan kwesioner untuk semua siswa kelas enam di kelas.

Hasil evaluasi dari kuesioner menunjukan bahwa nilai tengah dari tingkat persetujuan pernyataan berkisar dari 3.75 ke 4. Hal ini menunjukan bahwa rancangan materi tambahan pembelajaran kosakata bahasa Inggris sudah siap untuk diterapkan. Hasil dari penerapan tersebut sangat memuaskan, semua murid setuju bahwa rancangan materi tambahan pembelajaran kosakata bahasa Inggris menggunakan realia sebagai media sangat menarik dan memotivasi. Sebagai tambahan terhadap hasil penelitian, para responden menganjurkan kepada penulis

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untuk menyertakan sumber dari gambar-gambar di buku murid, membuat bahasa instruksi yang lebih jelas dan singkat. Segala saran diterima penulis demi peningkatan materi.

Rancangan materi pembelajaran terdiri dari 8 unit. Setiap unitnya dibagi menjadi 8 bagian, yaitu “Stimulation”, “Let’s Listen”, “Say it Smoothly”, “Let’s Read”, “Write it down”, “Language focus”, “Let’s Play a Game”, dan “Sum it Up”. Setiap unit memiliki bermacam-macam aktivitas yang bertujuan untuk membantu para siswa kelas 6 SD Kanisius Babadan. Sebagai kesimpulan, penulis studi ini berharap bahwa rancangan materi tambahan pembelajaran kosakata bahasa Inggris menggunakan realia sebagai media akan berguna bagi para siswa di dalam menguasai kosakata bahasa Inggris, dan mereka siap menghadapi ke jenjang yang lebih tinggi.

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DESIGNING SUPPLEMENTARY ENGLISH INSTRUCTIONAL VOCABULARY MATERIALS USING REALIA AS THE MEDIA FOR THE SIXTH GRADE STUDENTS OF KANISIUS BABADAN

ELEMENTARY SCHOOL

A Thesis

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

in English Language Education

Christina Ajeng Sekar Dyanti Student Number: 051214012

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 SUPPLEMENTARY ENGLISH INSTRUCTIONAL VOCABULARY MATERIALS USING REALIA AS THE MEDIA FOR THE SIXTH GRADE STUDENTS OF KANISIUS BABADAN

ELEMENTARY SCHOOL

A Thesis

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

in English Language Education

Christina Ajeng Sekar Dyanti Student Number: 051214012

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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God will make a way

Where there seems to be no way He works in ways we cannot see

He will make a way for me He will be my guide Hold me closely to His side With love and strength for each new day

He will make a way (Don Moen)

I dedicate this thesis to: My father in Heaven, Antonius Budiyanto

My mother, Fransiska Wiwiek Istiati My brothers: Aloisius Anom Sanjaya,

Dominikus Yonathan Sanjaya, and Edoardus Pamungkas Sanjaya

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vi ABSTRACT

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vii

simpler instruction. All suggestions had been accepted for the materials improvement.

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viii ABSTRAK

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untuk menyertakan sumber dari gambar-gambar di buku murid, membuat bahasa instruksi yang lebih jelas dan singkat. Segala saran diterima penulis demi peningkatan materi.

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ACKNOWLEDGMENTS

I would like to give my first gratitude to my Mother Mary and Jesus Christ for blessing myself so that I can finish my study at Sanata Dharma University. Because of them, I am able to walk through my life and in bad times and good times.

I would like to express my deepest gratitude to G. Punto Aji, S.Pd., M.Hum., my thesis sponsor, who wants to share his time to guide and give me direction so I can finish my thesis.

I would like to thank Drs. Yakobus Kuwat for permitting me to conduct my research in his school. My deepest appreciation also goes to my research participants (Drs. J.B. Gunawan, M.A., Hari, S.Pd, Agustina Diah Festy, and Andrias Haris Raharjo), for their precious inputs, suggestions, and willingness to participate in this study. I thank Novi, Lia and Beni who have given me some suggestions in designing the materials.

I also express my gratitude to all the lecturers and secretariat staff of English Language Education Study Program, and to all librarians for their assistance during the completion of my thesis. I really thank all my friends in English Language Education Study Program whose names I really cannot mention one by one for their love, support, partnership, and tears when we spent lovely times and unforgettable moments at English Language Education Study Program of Sanata Dharma University.

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xii

I also want to give my biggest gratitude to my dad, Antonius Budianto (late), to my mom, Fransiska Wiwiek Istiati, to my brothers, Aloisius Anom Sanjaya, Dominikus Yonathan Sanjaya, and Eduardus Pamungkas Sanjaya for their love and support when I finish my thesis. They are parts of my happiness and success.

I also thank the one and only, my sweetheart, Geraldus Rio Aditya for his attention, love, and encouraging words so that I can complete this study. He is the one who wants to accept my craziness and loyalty.

I also send my gratitude to all of my companions: my honest friend Adisty Dewi Wulandari and Heribertus Sapto Edi, to my ex-staff in Service Program Design (Dita, Tim-Tim, Listian, Vika, Anggi, and Fitri,) for their deepest encouragements, to all my friends in Practical Teaching/PPL 2 (Angga’05 and Wuri’05) for the encouragement, my colleagues in Miami Fleet Corporation (Andre, Virgie, Intan, Gendon, Rossy, Shinta, Udin, Johan, and Agus), and all of my friends in the Lector Community Kotabaru.

Last but not least, once again, my deepest gratitude goes to all of the people in this world whose names I cannot mention one by one for their bliss, patience, friendship, and for their attention. I am so thankful.

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xiii

TABLE OF CONTENTS

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

ABSTRACT ... vi

ABSTRAK ... viii LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMI ... x

ACKNOWLEDGEMENTS ... xi

TABLE OF CONTENTS ... xiii

LIST OF FIGURES ... xvi

LIST OF TABLES ... xvii

LIST OF APPENDICES ... xviii

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

B. Problem Formulation ... 4

C. Problem Limitation ... 4

D. Research Objectives ... 5

E. Research Benefits ... 5

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xiv

CHAPTER II: REVIEW OF RELATED LITERATURE

A. Theoretical Description ... 9

1. Instructional Design ... 9

a. The Principle of Instructional Design ... 10

b. Instructional Design Model ... 11

(1) Yalden’s Model ... 11

(2)Kemp’s Model ... 16

2. Educational Research and Development (R&D) ... 21

3. Teaching Vocabulary ... 23

a. The Nature of Vocabulary ... 24

b. Vocabulary Selection ... 25

c. The Principle of Teaching and Learning Vocabulary ... 26

4. Media ... 28

5. Realia as the Teaching Media ... 30

a. Realia ... 31

b. The use of Realia in Teaching Vocabulary for the Sixth Grade Students of Elementary School ... 32

6. A Brief Description of the School-Based-Curriculum (KTSP) ... 34

B. Theoretical Framework ... 36

CHAPTER III: METHODOLOGY A. Research Method ... 41

B. Research Participants ... 44

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D. Data Gathering Technique ... 50

E. Data Analysis Technique ... 53

F. Research Procedures ... 55

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A. The Design of Supplementary English Instructional Vocabulary Materials Using Realia as the Media for the Sixth Grade Students of Kanisius Babadan ... 59

1. Students’ Characteristics and Needs ... 60

2. Goals, Topics, and General Purposes ... 63

3. Learning Objectives ... 65

4. Learning Activities ... 67

5. Materials Feedback ... 72

6. Materials Revision ... 76

B. The Designed Implementation ... 77

1. Students’ Reaction ... 75

2. Final Revision ... 78

CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS A. Conclusions……… 79

B. Recommendations…….………. 80

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xvi

LIST OF FIGURES Figure

2.1 Yalden’s Language Program Development………. 15

2.2 Kemp’s Instructional Model……… 21

2.3 The Writer’s Framework in Designing Instructional Model……… 40

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xvii

LIST OF TABLES

Table 3.1 The Description of the Students………... 47 Table 3.2 The Description of the English Teacher, English Instructor,

and the Lecturer……… 47 Table 3.3 Data Gathering Technique………... 51 Table 3.4 The Description of the Result of the Post-Designed Questionnaire... 54 Table 4.1 The Result of the Students’ Characteristics……… 60 Table 4.2 The Goals and General Purposes of the Materials……….. 63 Table 4.3 The Learning Topics……….... 64 Table 4.4 The Learning Indicators……….. 65 Table 4.5 The Learning Activities of the Designed Materials………. 68 Table 4.6 The Description of the Students’ Background………. 72 Table 4.7 The Description of the English Teacher, English Instructor,

and the Lecturer Background……….. 73 Table 4.8 The Result of Post-Design Questionnaire 1………. 74 Table 4.9 The Materials Revision………. 76 Table 4.10 The Result of Post-Design Questionnaire 2………... 77 Table 4.11 The Suggestion Final Revision………... 78

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xviii

LIST OF APPENDICES

APPENDIX A: Surat Ijin Penelitian ... 86 APPENDIX B: The Result of Observation ... 87 APPENDIX C: The List of Interview Questions ... 89 APPENDIX D: The List of Interview Answers ... 91 APPENDIX E: The Pre-Design Questionnaire ... 94 APPENDIX F: The Result of Pre-Design Questionnaire ... 98 APPENDIX G: The Post-Design Questionnaire 1 ... 101 APPENDIX H: The Result of Post-Design Questionnaire 1 ... 105 APPENDIX I: The Post-Design Questionnaire 2 ... 108 APPENDIX J: The Result of Post-Design Questionnaire 2 ... 111 APPENDIX K: The Teacher’s Book ... 113 a. The Syllabus and the Lesson Plans ... 114 b. Gambaran Umum Materi ... 130 c. The Teacher’s Manual ... 135 d. The Realia and Photocopyable Materials ... 144 e. The Answer Keys ... 157 APPENDIX L: The Final Version of the Design Materials ... 164

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CHAPTER I INTRODUCTION

The writer of this study would like to divide this chapter into six (6) parts. They are namely research background, problem formulation, problem limitation, research objectives, research benefits, and definition of the key terms. Each part in this chapter is going to be explained clearly and reasonably by the writer.

A. Research Background

For many years, teaching foreign language to young learners was seen as something additional to the normal curriculum of the school system. Because of the development in world of education today, this pattern is changing in many countries. Educators have come to recognize the importance of starting foreign language learning at an early age. In Indonesia, English serves as a foreign language that is taught starting from elementary school. The elementary school students have a good opportunity to learn a new language beside their mother tongue because of their brain plasticity (Kaswanti, 1998:29). It means that the brain has more capacity to absorb new knowledge easily.

The younger you are the easier you learn the language……young children who are exposed to more than one language before the age of puberty seem to acquire all the languages equally well (Fromklin,1988:389)

Some English teachers said that teaching English for elementary school students was not an easy way, because it was quite new for them and not all of the learners were able to understand it. There were some difficulties that had become

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barrier in learning English, those difficulties were: teachers’ lack of creativity, students’ lack of motivation, courage, materials, and the school’s facilities. These problems have been occurred not only in Indonesia but also in other countries. Without a good approach in motivating the students to study, it seemed to be difficult to transfer the knowledge from the teacher to the students. That was the reason why a teacher had to be more creative in teaching English based on the students’ needs. The teacher had to gain the attention first from the students, so they could learn English with pleasure.

Seeing on this, the writer offered a design, which could be used by the sixth grade teacher of elementary school as the alternative way for teaching English vocabulary. Considering the students were the sixth grade students of elementary school, the students were given the basic vocabulary. As we know that vocabulary is the most fundamental unit of language. It means English vocabulary is the first aspect which is given before students acquire other aspects of the foreign language like grammar, write sentences, conversation and so on. However, the students sometimes could not understand the new vocabulary. It was very hard for them to remind English vocabulary. The fact, that the elementary school students had weaknesses in vocabulary mastery. Meanwhile, they had to master a lot of English vocabulary when they graduated and continued the English lesson in junior high school later on.

The elementary school students were still curious about new things. The English teacher had to take this opportunity to teach vocabulary with an interesting media and technique. In the designed material, the writer used realia as the teaching

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media. The use of realia as the teaching media was to make the students easier in memorizing the name of the things because it was effective in showing the meaning. There were various kinds of realia, such as: pictures, dolls, toys model, puppet, and other real objects around the students. Therefore, the purpose of realia was to stimulate students’ mind and to improve the students’ vocabulary mastery.

The writer chose Kanisius Babadan elementary school Sleman as a research setting. Having conducted observation in this school, the writer found that the teacher was having the same difficulties, as stated above, in motivating the students to learn English as a foreign language, exploring creativity in teaching and learning activity, and employing a significant approach for teaching and learning experiences. Kanisius Babadan elementary school Sleman was one of the private schools in Yogyakarta which was under Kanisius foundation. It became a research school target by the writer to design her thesis. The English lesson in the elementary school served as a primary lesson. This fact became the attraction and the reason why the writer designed the supplementary English instructional vocabulary materials using realia

as the media for the sixth grade students of Kanisius Babadan elementary school. The purpose of the designed materials was to prepare and shape the students with a good English vocabulary basic, before they gain the primary English lesson in the junior high school later on.

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The study was intended to design vocabulary lesson using realia as the media for the sixth grade students of Kanisius Babadan elementary school. Considering the problem that was presented above, the writer formulated the research problems in this study as follow:

1. What is the design of supplementary English instructional vocabulary materials using realia as the media for the sixth grade students of Kanisius Babadan elementary school?

2. How does the design work in teaching supplementary English instructional vocabulary materials using realia as the media for the sixth grade students of Kanisius Babadan elementary school?

C. Problem Limitation

Conducting an English learning activity was not easy, especially when the students were the sixth graders of elementary school. The teacher had to create the different atmosphere as interesting as possible. The writer only focused her attention on designing supplementary English instructional vocabulary materials using realia

as the media for the sixth grade students of Kanisius Babadan elementary school. This study would make a new design in learning vocabulary. The design was made to support the students’ participations, needs, and development in learning English, especially vocabulary. It was hoped that at the end of the lesson the students could achieve the objective of the teaching learning activities.

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D. Research Objectives

In this section, the writer would like to formulate the objectives of her thesis. The objectives were stated as the following:

1. To design supplementary English instructional vocabulary materials using

realia as the media for the sixth grade students of Kanisius Babadan elementary school.

2. To find out how the design works in teaching supplementary English instructional vocabulary materials using realia as the media for the sixth grade students of Kanisius Babadan elementary school.

E. Research Benefits

This study was expected to give contribution to the educational field, especially in supporting the teaching learning activities of vocabulary materials for some parties who were closely related to this study. The benefits were formulated as follows:

1. The English teachers

The result of the study would be beneficial for the English teachers to improve their strategies in teaching vocabulary materials for the students in the sixth grade of Elementary School. The main goal of this paper was to give teachers a new resource of interesting strategy how they could have their students participation and attention in vocabulary activities.

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2. The sixth grade students of elementary school

This study was conducted in order to help the sixth grade students of elementary school to learn English better. Through observation using

realia, the students were hoped to be able to improve their vocabulary mastery. The students might join the class with unthreatening condition, so they can enjoyed the class with lots of fun.

3. Further studies

Further studies were needed because the material design still needed to be reconstructed, evaluated and reprogrammed. This study was expected to give the next researchers a new perspective in giving a creative English lesson and find some inspirations especially in vocabulary lesson.

F. Definition of the Key Terms

In this section, the writer intends some of the terms that are used in this study, to avoid misunderstanding of the readers in reading this thesis writing.

1. The term “design”, according to Hornby (1974: 234), it means making such general arrangement or planning of a book. The plan in this study is to design supplementary English instructional vocabulary materials containing of activities to be applied by the teachers to the sixth grade students in the classroom.

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2. The term “supplementary material design”, means the adjective form of the verb “supply”. In Oxford Advanced Learners’ Dictionary (Hornby, 1995:1200) supply means “to give something that can be added to something else to improve or to complete it”. Thus, supplementary means addition of something to improve something else. In this study, supplementary means that English instructional vocabulary materials were designed to supply the existing materials used in the classroom, so that the materials will be improved and developed.

3. The term “vocabulary”, according to Linda Taylor (1), in order to live in the world, we must name it. Names are essential for the construction of reality for without a name it is difficult to accept the existence of an object, an event, a feeling. Naming is the means whereby we attempt to order and structure the chaos and flux of existence which would otherwise be an undifferentiated mass. By assigning names we impose a pattern and a meaning which allows us to manipulate the world.

Vocabulary can be defined as the words we teach in the foreign language (Ur, 1996:60). Lado also gives his definition of vocabulary as a form of expression which is associated with the content of meaning (1996:114). There are many ways to improve vocabulary, an English teacher has to find vocabulary building to be a fun and educational activity.

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4. The term “realia”, refers to real objects or the tools that can represent the real objects. The realia used in this study are pictures, flannel dolls, toys, puppet, puppet glove and other objects around the student’s daily activities and their environment. It will be used as the teaching media to support English language learning process.

5. The term “media”, refers to anything that carries information between a source and a receiver (Heinich, 1982:8). Media are systematic way of designing, doing, and evaluating the entire teaching learning process with a specific goal, according to research about human communication and learning, and using a combination from human and non human sources to gain the effective teaching (Wilkinson, 1980:2).

6. The term “sixth grade students of elementary school” refers to the target of learners. The writer in this study chose the students of elementary school as the target learners because it seemed to be important to teach vocabulary as the basic skill in learning English. The students were appropriate to get vocabulary materials using various kinds of teaching media. It was expected that they could improve their vocabulary mastery to learn the four skills (listening, speaking, writing, and reading).

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the writer reviews the related literatures which are divided into two parts: theoretical description and theoretical framework. The first part discusses the related literature used in this study. The second part presents the framework of theories applied in conducting the study.

A. Theoretical Description

The study was based on some areas to concern. Those were the theory of (1) Instructional design, (2) Educational Research and Development (R&D), (3) Teaching vocabulary, (4) Media, (5) Realia as the teaching media, and (6) A brief description of the school based curriculum (KTSP).

1. Instructional Design

Instructional material design is a very fundamental part in this thesis because it will provide outlines which finally determines the material design success. Then, a good instructional design can lead to the innovation and improvement of the educational system. Based on Gagne and Briggs (1979:3), we can identify instruction as a set of event which affect learners in such away that learning is facilitated. It may include events that are generated by a page of print, by a picture, by a television by a combination of physical objects, among other things.

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Instruction is usually planned, which means that it is designed in some systematic way.

a. The Principle of Instructional Design

According to Gagne and Briggs (1979:4), the purpose of designed instruction is to activate and support the learning of the individual student. It means for helping each person develop as fully as possible in his or her own individual directions.

There are five basic principles about instructional design proposed by Gagne and Briggs:

(1) Instructional design must be aimed at aiding the learning of individual which is oriented to the individual although the learners are often assembled into group.

(2) Instructional design has phases that are both “immediate” and “long range”. Design in the immediate sense is what the teacher does preparing the lesson plan some hours before the instruction is given. While that long range aspects of instructional design are more complex and varied. The concern will more likely be with a set of lessons organized into “topics”, a set of topics constituting a course or course sequence, or perhaps with an entire instructional system. Those both phases of instructional planning are best performed as separate tasks.

(3) Systematically, design instruction can greatly affect individual human development. Friedenberg (1965) and Barth (1972) indicate that an

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instructional designed is developed to ensure that no one is “educationally disadvantaged” and that all students have equal opportunities to use their individual talents to the fullest degree.

(4) Instructional design should be conducted by means of system approach which involves the carrying out of number of steps beginning with an anlysis of needs and goals, and ending with an evaluated system of instruction.

(5) Designed instruction must be based on knowledge of how human beings learn. In considering how an individual’s abilities to be developed, one have to know what they should be and examine closely to the question of how they can be acquired. Materials for instruction need to reflect not simply what their author knows, but also how the students is intended to learn such knowledge. Instructional design must take fully into account learning conditions that need to be established in order for the desired effects to occur.

b. Instructional Design Model

There are a lot of numbers of instructional design models. This study used two models of instructional design as the theories. The models were from Yalden and Kemp.

(1) Yalden’s Model

For the sake of designing the appropriate vocabulary materials, the writer also bases her study on Yalden’s model (1983). Yalden (1983: 88)

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states that it is better to start the next higher level in the language learning/teaching process in order to comprehend the process of constructing communicative syllabus. According to Yalden also, there are eight steps (8) in developing or designing a communicative syllabus. Each step clearly explains what the principles or decisions are in designing a communicative syllabus. The steps are stated as follows:

1. Need Survey

According to Yalden (1983: 101), needs survey will potentially provide a great deal of information about learners’ relevant characteristics, learners’ needs, learners’ motivations, and communication requirements. She states that the reason for this entire information gathering is to understand as much about the learners as possible prior to the beginning of the program, in order to establish realistic and acceptable objectives. 2. The description of purpose

After the need survey has completed, Yalden (1983: 105) proposes the next stage of designing a communicative syllabus. It is going to be description of the purpose. The use of this stage, according to Yalden, is to clarify the purpose of language program and to establish the foundation for the major decision facing the language course designer when the designer of certain educational plan arrives at the choice of a syllabus type.

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3. The choice of a syllabus type

After completing the general category for a course, Yalden (1983: 108) says that the next step in designing instructional materials is the choice of a syllabus type. Yalden (1983: 86-87) also proposes a large number of components into the make-up of the syllabus. The components, in which she proposes in her book, deal with the term a communicative syllabus. The components of a communicative syllabus include:

a. The purposes for which the learners wish to acquire the target language.

b. The setting in which the learners will want to use the target language (physical aspects need to be considered, as well as social setting).

c. The role in which the learners will assume in the target language. d. The communicative events in which the learners will participate. e. The language function involved in communicative events, or what the learners will need to be able to do with or through the language.

f. The notions involved, or what the learners will need to be able to talk about.

g. The skills involved in the “knitting together” of discourse: discourse

and rhetorical skills.

h. The variety or varieties of the target language that will be needed, and the levels in the spoken and written language which the learners will need to reach.

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i. The grammatical content that will be needed. j. The lexical content that will be needed.

Yalden (1983, 109) mentions six (6) types of communicative syllabus design. They are structural-functional syllabus, structures- functions syllabus, variable focus syllabus, functional syllabus, fully notional syllabus, and fully communicative syllabus.

4. Production of a proto-syllabus

In this step,Yalden (1983: 138) explains that the syllabus designer will turn to description of that content syllabus will have the preparation of syllabus specifications. It may cover general notions and specific topics, communicative functions, discourse and rhetorical skills, variety of language, and communicative events.

5. Production of pedagogical syllabus

In this step, Yalden (1983: 144) suggests that it is important that the syllabus designers conside developing communicative competence. It means that the designers employ the pedagogical syllabus providing a repertoire of words and phrases, chosen as exponents of functions and suitable to the topics identified as important to the learners.

6. Development of classroom procedure

According to Yalden, once syllabus designers come to this stage, it is highly suggested for them to select teaching techniques and types of exercise, to prepare lesson plans, and to prepare weekly schedules.

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7. Evaluation

The last step of syllabus design is evaluation. There are two aspects dealing with this phase according to Yalden. First, one would wish to evaluate or test the students in the program. Second, the teaching as well as the over-all design of the course should be assessed. It is very important to do this final step, because one needs to measure the whole process of teaching and learning.

The whole steps proposed by Yalden (1083) can be illustrated as a figure below.

Figure 2.1: Yalden’s Language Program Development (Yalden, 1983: 88)

In this study, the writer employed some steps in designing a set of instructional materials from Yalden’s model (1983). They are conducting need analysis/ survey, and evaluation in order to know the learner’s needs and interests. The further explanation of the steps of this study can be figured out in theoretical framework.

Needs Survey Description Of purpose Selection/ Develop- ment of syllabus type Produc- tion of a Proto- syllabus

Produc- tion of a

pedago- gical syllabus Develop- ment and implementation of classroom procedures Evaluation

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(2) Kemp’s Model

Jarold E Kemp (1977:8) described instructional design as the approach and procedures in instructional technology. Kemp’s model can be applied on any educational level, from elementary, secondary, to college or university level.

Kemp’s model, in his book entitled Instructional Design- A Plan for Unit and Course Development, also offers meaningful steps to be followed. These steps are based on the learners’ needs and characteristics to achieve a successful learning process. Kemp’s (1977:8) model leads to the three essential questions to be answered in designing such instructional materials. They are:

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)

In order to answer the three essential questions, Kemp in his book concludes that there are eight (8) elements which are used to solve the problems in instructional design planning. The first element is goals, topics, and general purposes. In this first part of elements, instructional design planning often starts with recognition of the broad goals of the school system. If there is a curriculum adapted by the school or institution, topics are chosen

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for study. After that, the teachers explicitly state the general purposes (what students generally are expected to learn as a result of instruction).

The second element is learner characteristics. In his book, Kemp argues that when the instructional plan would like to assure both individual’s success and group’s success in educational program, the instructional material designer has to obtain information about the learners’ capabilities, needs, and interests. In order to design an appropriate instructional plan, Kemp also suggests that the instructional material designer decide for himself which of the following characteristics of the students would be most helpful to know. The students’ characteristics include academic factors and social factors. Academic factors can be number of students, academic background, level of intelligence, reading level, scores on standardized achievement and aptitude tests, motivation for studying, study habits, expectation of the course, vocational and cultural aspirations. Social factors include age, maturity, attention span, special talents, physical and emotional handicaps, relations among students, and socioeconomics situation.

The third element is learning objectives. This third element, according to Kemp (1977:23), is essential because learning requires active effort by the learner. Kemp also argues that good teachers have always told their students what performance and achievement levels were to be expected of them at test time. Kemp also states that writing objectives is a developmental activity that

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requires refinements, changes, and additions as the instructional designer develops subsequent planning steps.

The fourth element is subject content. According to Kemp (1977), students’ learning experiences must involve subject content. The content itself must closely relate to the objectives and to students’ needs. In order to prepare the instructional designers with their planning, Kemp (1977) mentions that there are some questions to be considered before listing the content for a topic of the designed material later on.

1. What specifically must be taught or learned in this topic? 2. What facts, concepts, and principles relate to this topic?

3. What steps are involved in necessary procedures relating to this topic? 4. What techniques are required in performing essential skills?

The fifth element is pre-assessment. Kemp (1977), in his book, argues that the use of pre-assessment is to figure out specifically to what extent each student has acquired the necessary prerequisites for studying the topic and to what the student may have already mastered about the subject to be studied.

The sixth element is teaching/learning activities and resources. Kemp, here, suggests that the instructional material designers determine the most efficient and effective methods and then select materials to provide learning experiences to that will utilize the content associated with each objective. Kemp, in his book, also conveys that there are three basic methods of teaching

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and learning. They are presentation to a group, individualized learning, and teacher-student interaction.

The seventh element is support services. Kemp (1977) mentions that support services must be considered at the same time instructional plans are being made and materials, being selected. Kemp also adds an argumentation that considerations for coordinating the planned program with other operational aspects of the institution (student schedules, guidance services, and so forth) must be given.

The last element would be evaluation. According to Kemp (1977), one way to determine whether an instructor is teaching for high-level objectives (applying principles and problem solving methods in the cognitive area, using tools and operating equipment under the motor-skill performance category or appreciation as attitudinal objective) is to examine the final examination or other evaluation instrument.

In a concise explanation, the steps in designing instructional materials, which is suggested by Kemp (1977) in his book entitled Instructional Design- A Plan for Unit and Course Development, can be stated as follows:

Step 1 Consider goals, then lists topics, stating the general purposes for teaching each topic.

Step 2 Enumerate the important characteristics of the learners for whom the instruction is to be designed.

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Step 3 Specify the learning objectives to be achieved in terms of measurable student behavioral outcomes.

Step 4 List the subject content to support each objective.

Step 5 Develop pre-assessment to determine the students’ background and present level of knowledge about the topic.

Step 6 Select teaching/ learning activities and instructional resources that will treat the subject content so, the students will accomplish the objectives.

Step 7 Coordinate such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.

Step 8 Evaluate students’ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement.

Kemp (1977: 9) conveys that the whole processes are flexible. It is composed of many interrelated parts and functions that must operate in a coherent manner in order to achieve success. Designing a model of materials should be step-by-step in the process. If the teachers know how to adapt Kemp’s model into the real situation, then the teacher will be able to attract the students’ motivation in learning process. This figure will illustrate the interdependence among the eight elements in the instructional design proposed by Kemp (1977: 9).

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Figure 2.2: Kemp’s Instructional Model (Kemp, 1977: 9)

After knowing the two models explained previously, the writer combined them into a new model which was then used by the writer in constructing an instructional design. However it was not enough to know the models of instructional design. The writer also needed to know the theories of vocabulary. It was for the reason that it can help the writer to develop well-designed vocabulary materials.

2. Educational Research and Development (R&D)

According to Borg and Gall (1983:772), the educational research and development (R&D) is a process used to develop and validate educational products. The objective of this educational research is not to develop products,

Goals, topics, and

general

purposes Learner

Character -istics

Learning Objectives

Subject Content

Pre-Assesment Evaluatio

Support Services

Teaching/ Learning Activities Resources

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but rather to discover new knowledge (through basic research) or to answer specific questions about practical problems (through applied research). All three research strategies –basic, applied, and R&D- are required to bring about educational change.

Borg and Gall state that there are some cycles or characteristics describing the R&D. they are stated as the following:

1. Research and information collecting

It includes review of literature, classroom observation, and preparation of report of state of the art.

2. Planning

It includes defining skills, stating objectives determining course sequence, and small scale feasibility testing.

3. Develop preliminary form of product

It includes preparation of instructional materials, handbooks, and evaluation devices.

4. Preliminary field testing

It is conducted in from 1 to 3 schools, using 6 to 12 subjects. Interview, observational and questionnaire data collected and analyzed.

5. Main product revision

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6. Main field testing

It is conducted in 5 to 15 schools with 30 to 100 subjects. Quantitative data on subjects’ pre-course and post-course performance are collected. Results are evaluated with respect to course objectives and are compared with control group data, when appropriate.

7. Operational product revision

The revision of product is suggested by main field-test results. 8. Operational field testing

It is conducted in 10 to 30 schools involving 40 to 200 subjects. Interview, observational and questionnaire data collected and analyzed.

9. Final product revision

The revision of product is suggested by the operational field-test results. 10.Dissemination and implementation

The report on product is at professional meetings and in journals. Work with publisher who assumes commercial distribution. Monitor distribution to provide quality control.

3. Teaching Vocabulary

Teaching is an activity that involved teacher or instructor, students and environment during the learning process. According to Gagne (Learning theories for teacher: 149), a teacher is a designer and manager of instruction and an evaluator of student learning. It means that teacher has a big role in conducting a

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good instruction during the learning process that would affect the students’ in gaining the knowledge.

a. The Nature of Vocabuary

Vocabulary can be defined as the words we teach in the foreign language (Ur, 1996:60). Lado also gives his definition of vocabulary as a form of expression which is associated with the content of meaning (1996:114). According to Oxford Advance Learner’s Dictionary, vocabulary is all the words that a person knows or uses. Other meaning of it is all the words in particular language (page1506). In learning English or other languages, vocabulary is the most fundamental aspect that needs to be learn before learn other skills, listening, speaking, reading, writing. Burton stated that vocabulary is the range of world that can support the students to learn other aspect of language (1982:98). Krashen in Natural Approach: language Acquisition in the Classroom” also emphasized that vocabulary is basic to communicate and also very important for the acquisition process.

Learning vocabulary is not only matter of words and its meaning. There are some aspects that need to be taught, they are pronunciation, spelling, and the form of the word. Why it is important? Because when a person learns English, he or she would not always use the written form. A person learns English in order to be able to speak and to communicate using it, with verbal or written form. Because of Indonesian background, people

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have completely different dialect of language with English native speaker. That is why pronunciation and spelling are needed to be taught.

The last aspect that needs to be taught is the form of words. When a person using language in written form, they should know the form of the words they have used. Forms of words are the structure of the words (simple tenses, complex tenses) and the functions of it (adjective, adverb, modals, nouns, and verb). There are many ways to improve vocabulary, an English teacher has to find vocabulary building to be a fun and educational activity.

b. Vocabulary Selection

The teacher needs to consider so many things before doing his/her vocabulary teaching. One of the most important things is to do the selection toward the words s/he is going to teach. It is because vocabulary dealt with words which have numerous units to choose from. Besides, it is difficult because there are differences in linguistic analysis on which they were based, as stated by Mackey (1965:195-196):

(1) Some have considered any two forms as two different words. For example: “mouse” and “mice” are counted as two words by some and as a single word by others.

(2) There is the difference in meaning necessary to make some from a different word. For example: Is the “claim” and the “claim” made by his lawyer the same word or two different words?

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(3) Classified whether the structural word to be counted as vocabulary or as structure? If they are counted separately, how about words like “have” and “get”, which can be classed as both structural and content words?

(4) If words are listed under separate part of speech, how about those words like “round” which can function as any part of speech?

Seeing on these things, the teacher expected to consider the difficulty of the words and tried to select and classify the words.In this study, teaching vocabulary for the sixth grade students focused on the use of realia as the teaching media. Therefore, the vocabulary to be taught mainly would be the concrete nouns since they were easy to learn by them. Since the designed materials were vocabulary materials, the writer needed to know the theories of teaching and learning vocabulary. It will be explained below:

c. The Principle of Teaching and Learning Vocabulary

The teacher should know the principle of teaching and learning vocabulary before teaching and learning process because it might be used to manage the learning so that the learners really know words in the target language. There are eight principles of teaching and learning vocabulary presented here. Mostly from Wallace’s ideas (1982; 27-35):

(1) Aims

The teacher has to be clear about his/her aims such as how many of things listed the teacher expects the learner to be able to do and with which word.

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(2) Quantity

Deciding on the quantity of the vocabulary to be learnt might be started by asking a question like how many new words in a lesson the learners can learn.

(3) Need

The teacher has the responsibility to choose the vocabulary to be taught to the students. The vocabulary should be relevant with the students’ needs and interests.

(4) Frequent Exposure and Repetition

Repetition is needed to ensure whether the students have learnt the target word or not. Since the learners are exposed to a large number of words, the words which the learners need to remember should crop at regular interval in later lesson.

(5) Meaningful Presentation

Learners must have a clear and specific understanding on what the words denote or refer to, so the appropriate choice of word is needed.

(6) Presentation in Context

The words should be presented in context. The word must appear in its natural environment as it was and among the word it normally collocates with. (7) Learning Vocabulary in the Mother Tongue and in the Target Language

The ability of the learners’ second language might acquire equally well to the first language.

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(8) Inference Procedure in Vocabulary Learning

The meaning of words can be found by guessing. We guess the meaning of words by hearing them used in a certain situation, or by reading them in a certain context and guessing their meaning from the context.

After knowing the theories of vocabulary, the writer had to find the technique which would be used to teach it. As stated before, the writer used

realia as the teaching media. Considered the importance of media, it will be discussed below.

4. Media

Medium (media in plural) refers to anything that carries information between a source and receiver (Heinich et al., 1982: 8). Using media means that teacher communicates the lesson to the students in the class. Media can be the connector in the communication between teacher and students.

Media are systematic way of designing, doing, and evaluating the entire teaching learning process with a specific goal, according to research about human communication and learning, and using a combination from human and non human sources to gain the effective teaching (Wilkinson, 1980:2).

There are six functions of media (Rowntree, 1979:114-122). The first function is to engage the student’s motivation. The student must be persuaded to involve himself in the learning. The necessary motivation must come from within him.

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Motivation can perhaps be engaged most flexibly by human interaction media, yet the effort to be made when using other media also.

The second is to recall earlier learning. Reminding the students of what they have already learnt may well be part of engaging their motivation. Whatever media are used, such reviewing (and maybe testing and remedial teaching also) may need to be done not just at the beginning but also perhaps during any lengthy sequence of learning.

The third is to provide new learning stimuli. The media must provide the students with a meaningful message, explain things from their point of view, give illuminating examples (and non- examples) and so on. It depends largely on what the students are called upon to do. They must respond actively to it.

The fourth is to activate the students’ response. The media must provoke the students into the appropriate activity. “Appropriate activity” may involve some writing and possibly some discussion, but it will certainly involve a good deal of feeling and thinking. The media must enable the students to shape and use the ideas being developed in learning situation.

The fifth is to give speedy feedback. The media must provide comments on the students’ response. Otherwise the students will have no spur to modify their performance and improve. Even if there is no right or wrong answer the students need some kinds of response to their response. Not all feedback uses symbols (words and numbers, spoken and written). Non verbal human feedback (the

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teacher’s smile or scowl, the colleagues’ mirth or hushed silence) has a strong influence.

The sixth is to encourage appropriate practice. The media must enable the students to make their response not just one but many times. The students must be led on some measure to discover for themselves the concepts, principles, and strategies, once they have grasped them, practice may help them use more confidently and transfer them into a variety of new situations.

5. Realia as the Teaching Media

The teacher has to create new strategy in teaching learning activity. The media is one strategy that the teacher may use it. Creative teacher uses a variety of media will increase the probability that the students will learn more, retain better, and develop their skills. In this study, the writer designed realia as the media in teaching vocabulary for the sixth grade students of elementary school. Before using realia as the teaching aid, a teacher should know and recognize the meaning and the use of realia.

a. Realia

Lado (1964:125) in his book “Language Teaching” states “Realias are real objects which are effective in showing meaning”. Heinich (1982: 94) in his book “Instructional Design and the New Technologies of Instruction” proposes the same idea as Newby (2000: 107) in his book “Instructional Technology for Teaching and Learning” about realia. Realia are real models

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and objects such as pictures, tools, toys, dolls, animals, plants, things, and people which are available to promote students’ learning. The models are real objects or the representation of real things. A model simplified for instructional purposes. Indeed, models may be provided learning experiences real things cannot provide. Therefore, the teacher who wants to introduce the real objects can generate interest and enthusiasm of the students.

There are advantages and limitations of real objects or models stated by Newby (2000:111). The advantages are:

(1) less abstract and more concrete. Real objects and models provide hands-on learning experiences and emphasize real world- applications.

(2) Readily available. Materials are readily available in the environment, around school and in the home.

(3) Attract students’ attention. Students respond positively to both real objects and their models.

And the limitations are:

(1) Storage: large objects can be pose special problems. Caring for living materials such as plants and animals can take a lot of time.

(2) Possible damage. Materials are often complex and fragile. Parts may be lost or broken.

To limit the use of realia, in this study the writer used real objects or other objects which represented the real objects, for example pictures, toys,

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puppets and dolls. In the designed materials, the realia would be presented as pictures.

b. The Use of Realia in Teaching Vocabulary for the Sixth Grade

Students of Elementary School

Since the aim of English language learning for the sixth grade students of elementary school was to arouse their interest and to motivate them in learning it, the teacher should be able to consider the students’ characteristic. The teacher chose realia as the teaching media because it could give a clear meaning of the words when the teacher presented the realia with real objects or models of them.

The writer employed communicative tasks in her designed materials. The writer intended to design several tasks in her designed materials which may motivate students in learning activity, and can bring about a purposeful action to achieve target language. Realia becomes a part of Communicative Language Teaching (CLT). Many proponents of CLT have advocated the use of “authentic”, “from life” materials in the classroom. These might include language-based realia, such as signs, magazines, advertisements, and newspaper, and graphic or visual sources around which communicative activities can be built, such as maps, pictures, symbols, graphs, and charts.

In teaching vocabulary using realia as the media, the writer also employed the Direct Method or widely known as the Natural Method.

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There are following principles and procedures in Direct Method:

(1) Classroom instruction was conducted exclusively in the target language. (2) Only everyday vocabulary and sentences were taught.

(3) Oral communication skills were built up in a carefully graded progression organized around question and answer exchanges between teachers and students in small, intensive classes.

(4) Grammar was taught inductively.

(5) New teaching points were introduced orally.

(6) Concrete vocabulary was taught through demonstration, objects, and pictures. Abstract vocabulary was taught by association of ideas.

(7) Both speech and listening comprehension were taught. (8) Correct pronunciation and grammar were emphasized.

The use of realia for teaching vocabulary becomes one of the Direct Method principles. The realia is one of effective media in showing meaning and may provide learning experiences so that the students will be motivated and have interest in learning English. It also can help the students to master the English vocabulary, because by seeing, touching and feeling directly to the objects, the students will be easily memorizing the words.

6. A Brief Description of the School-Based-Curriculum (KTSP)

Curriculum can be defined as a set of plan and arrangement of objective, content, and learning material and also strategy that are used to achieve a

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particular educational objective. This particular objective consists of national education objective and the appropriateness with the learners. Therefore, a curriculum is compiled by an educational unit to enable the possibility of the appropriateness of education program with needs and potencies in each region.

KTSP is an operational curriculum compiled by and implemented in each educational unit. KTSP consists of the educational objective of educational unit level, structure, and contents of curriculum of the educational unit level, educational calendar and syllabus. KTSP is developed based on its relevance by every group and educational unit under the coordination and supervision of education department or the office of Religion Department in Regency/ Municipality for elementary education and province for secondary education. The development of KTSP refers to Content Standard and Graduate Competency Standard. It is oriented to the curriculum designing guide composed by BSNP

(Badan Standar Nasional Pendidikan) and also gives attention to the consideration of school/ Islam school committee.

KTSP is developed based on the following principles:

a. Have a focus on the potency, development, need, and the significance of the learners and their environment.

Curriculum is developed based on the principle that the learners have the central position to develop their competencies. To support the achievement of that goal, the development of the learners’ competencies is being adjusted to the potencies, development, needs, and the significance of

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the learners and their environments. Having central position means the learning activity is focused on the learners.

b. Varied and Integrated.

Curriculum is developed by giving attention on the learners’ characteristic varieties, region condition, level, and type of education.

c. Aware of the development of science, technology, and arts.

Curriculum is developed by giving attention that science, technology, and arts are developed dynamically. Therefore, the spirit and content of the curriculum should give learning experience for the learners to follow and take advantage of science, technology, and arts development.

d. Relevant with life needs.

The curriculum development is established by involving the stakeholders to guarantee the relevance of education with the life needs including community life, business world, and working world.

e. Comprehensive and Correlative.

The curriculum substance consists of the whole of competency dimension, scientific study field and subject which are planned and given comprehensively for all level of education.

f.Learn for lifetime.

The curriculum is directed to the process of development, culturalization, and the deceit of the learners which is happened for the lifetime.

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g. Balance between national significance and region significance.

The curriculum is developed by giving attention to the national and region significance to build the communal and national life.

Emphasizing on the first and third principle of KTSP Curriculum mentioned above, the writer decided to apply this curriculum to design the vocabulary lesson using realia as the media. KTSP curriculum provided theories that have a focus on the potency, development, need, and the significance of the learners and their environment, and learning English should be aware of the development of arts. The implementation of realia as the media in learning vocabulary was intended to be appropriate and precise consideration in achieving the objectives of National Educational Standard as stated in the KTSP curriculum.

B. Theoretical Framework

In this study the writer modified Instructional Design Models and realia as the media. The modification was used in the significance of Educational Research and Development theory underlying this research. The writer did not apply all elements of these theories. The theories reviewed above more or less to the processes or steps of designing supplementary English instructional vocabulary materials using realia as the media for the sixth grade students of Kanisius Babadan elementary school.

In designing the vocabulary lesson, the writer adapted the instructional design model from Yalden (1983) and Kemp (1977). This was used because it could be

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applied in any educational level, from elementary up to university level. It also had the detail and flexible process. The teaching learning activities designed to motivate the students in learning vocabulary using realia as the media.

The framework covered all necessary steps for the instructional materials design. The designed materials for the sixth grade elementary students of Kanisius Babadan elementary school provided several teaching and learning activities which aim at motivating students to learn and practice English Vocabulary more actively as a target language. The framework of this study can be expressed bellow.

1. Conducting need survey (Yalden)

First, the writer conducted need survey. In this step, the writer made some observations in the classroom, distributed questionnaires to the sixth grade students and interviewed the English teacher to gain the data about the students’ interests, knowledge, and difficulties in learning English vocabulary. It was attempted to find out the feedback from English teacher of Elementary School about the idea of material design whether or not it could be applied for the sixth grade students of elementary school.

2. Considering goals, topics, and purposes (Kemp)

The goal of this study was to help the sixth grade students in mastering the English vocabulary and achieving the language competence through the teaching learning activities using materials which had been designed by the writer. The writer decided the goals, topics, and general purposes based on the School Based Curriculum (KTSP). The topics of the designed materials were formulated from the

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questionnaires’ result. After the data have been gathered, the writer specified the topics to design supplementary English instructional vocabulary materials.

3. Specifying learning objectives (Kemp)

The writer specified the learning objectives. In this stage, the writer identified what should be learnt by the sixth grade students of elementary school in terms of learning objective. The writer employed Learning Indicators (LI) for each meeting of the English lesson should achieve.

4. Listing the subject content (Kemp)

In order to organize the content of the material product, the writer listed the subject content. The content must relate to the objectives and student’s needs. The writer selected the topics and organized the specific knowledge, skills, and activities for each topic.

5. Selecting teaching/ learning activities and resources (Kemp)

The writer adapted Kemp’s model, it was selecting teaching/ learning activities and resources. The writer selected the teaching learning activities which could support the students in mastering the vocabulary. The resources of the designed materials were formulated from the questionnaires. In this step, the writer adapted some theories about teaching vocabulary, the media, and realia as the teaching media. In designing vocabulary materials, the writer had to know first about the nature of vocabulary, the vocabulary selection, and the principle of teaching and learning vocabulary, such as: aims, quantity, students’ needs and interests, frequent exposure and repetition, meaningful presentation, presentation in context, learning vocabulary

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POSITIVE Was/Were Subject

1 Verb 1

+ ing

Object When Subject

2 Verb II?

_Example:

Were they cleaning up the house when I came?

c.

To

show/

describe

the

activities

that

happened

at

the

same

time

in

the

past.

POSITIVE Subject

Was/Were Verb 1 +

ing

Object While Subject 2 Was/Were Verb 1 + ing Object

Example:

Ani was washing dishes while her mother was cooking.

NEGATIVE Subject 1

Was/ Were

Not Verb 1 + ing

Object While Subject 2

Was/ Were

Verb 1 + ing

Object

Example:

Ani was not washing dishes while her mother was cooking.

INTERROGATIVE Was/ Were Subject 1 Verb 1 + ing

Object While Subject 2 Was/ Were Verb 1 + ing Object?

_Example:

Was Ani washing dishes while her mother was cooking?

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MY HOUSE

SD KANISIUS BABADAN

9

Bathroom : kamar mandi

Towel : handuk

Toilet : WC

Dipper : gayung

_{Shampoo : sampo} Tooth brush : sikat gigi

Tap : keran

Soap : sabun

Toothpaste : pasta gigi

Living room : ruang tamu

Sofa : sofa

Television : televisi

Table : meja

_{Carpet : karpet} Calendar : kalender

Lamp : lampu

Magazine : majalah

Curtain : korden

_{Clock : jam} Chair : kursi

Bedroom : kamar tidur

Bed : tempat tidur

Pillow : bantal

_{Blanket : selimut} Bedcover : bedcover

Bolster : guling

_{Wardrobe : lemari} Mirror : kaca

Kitchen : dapur

Refrigerator : kulkas

Spoon : sendok

_{Fork : garpu} Kettle : teko

Stove : kompor

_{Plate : piring}

Sink : bak cuci piring

Knive : pisau

Bucket : ember

_{Watching : menonton} Cooking : memasak

Taking a bath : mandi

_{Cleaning up : membersihkan} Washing : mencuci

Vacuuming : menghisap debu

Sweeping : menyapu

Watering : menyiram

_{Gardening : berkebun} Ironing : menyeterika

Studying : belajar

_{Tidy up your room.}

Rapikan kamarmu.

_{Things are in a mess.}

Keadaannya berantakan.

That sounds good. Kedengarannya bagus.

It doesn’t matter. Tidak masalah.

What do you think? Bagaimana menurutmu?

Vocabulary

Time……!!!

Today’s

topic….

“My

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In this part you will have the opportunity to measure your vocabularies about things around

the house. Follow the instruction below.

_{“FIND THE ROOM, PLEASE?”}

1. You will be divided into 4 groups. Each group has 3 or 4 members.

2. Each group will get three card boards, namely:”BATHROOM, LIVING ROOM, and

KITCHEN”.

3. The teacher will give 30 pieces of small cards picture about things around the house.

4. You have to write the name of each picture, cut the pictures, and put it on correct the

card boards (bathroom, living room, or kitchen).

For example:

The lamp is put in the “LIVING ROOM”.

5. The winner will be the group who can give the correct names for each picture and

collects the pictures based on the correct flannel boards.

6. Your time is 20 minutes. Just do it…!

LET’S PLAY

A GAME

LIVING

ROOM

KITCHEN

BATHROOM

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MY HOUSE

SD KANISIUS BABADAN

11 What have you learnt today?

Good Luck Guys….

SUM

IT UP

Today, I have learnt about:

1. ……….

2. ………..

3. ………..

4. ………...

5. ………...

(5)

REFERENCES

Azar, B.S. 1989.

Understanding and Using English Grammar: Second Edition.

New

Jersey: Prentice Hall Regents.

Clipart Media. 2006. “Microsoft Office 2003”.

Google. “Fruits”. {Online} Available

http://www.google.co.id/images?hl=id&tbs=isch%3A1&sa=1&q=fruits

aq=f&aqi=g8&aql=&oq=&gs_rfai/(accessed July 06, 2009 at 11.00

a.m.).

Google. “Kitchen Utensils”. {Online} Available

http://www.google.co.id/images?hl=id&tbs=isch%3A1&sa=1&q=kitchen

+utensil&aq=f&aqi=&aql=&oq=&gs_rfai/(accessed July 10, 2009 at

09.00 a.m.).

Google. “People Cartoon”. {Online} Available

http://www.google.co.id/images?hl=id&tbs=isch%3A1&sa=1&q=people+

cartoon&aq=f&aqi=g1&aql=&oq=&gs_rfai/(accessed July 10, 2009 at

09.30 a.m.).

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