Instructional materials of English vocabulary based on the natural approach for fourth grade students of SD Negeri II Sumberejo, Klaten.

INSTRUCTIONAL MATERIALS OF ENGLISH

VOCABULARY BASED ON THE NATURAL APPROACH

FOR FOURTH GRADE STUDENTS OF SD NEGERI II

SUMBEREJO, KLATEN

A THESIS

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

in English Language Education

By

Yoana Francisca Nicken Daniwijaya Student Number: 061214156

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

2011

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

INSTRUCTIONAL MATERIALS OF ENGLISH

VOCABULARY BASED ON THE NATURAL APPROACH

FOR FOURTH GRADE STUDENTS OF SD NEGERI II

SUMBEREJO, KLATEN

A THESIS

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

in English Language Education

By

Yoana Francisca Nicken Daniwijaya Student Number: 061214156

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

A Thesis on

INSTRUCTIONAL MATERIALS OF ENGLISH

VOCABULARY BASED ON THE NATURAL APPROACH

FOR FOURTH GRADE STUDENTS OF SD NEGERI II

SUMBEREJO, KLATEN

By

Yoana Francisca Nicken Daniwijaya Student Number: 061214156

Approved by

Sponsor

Date Christina Kristiyani, S.Pd., M.Pd. August 15, 2011

   

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This life is just a long journey

There’s always a price we have to pay for every single thing we want to reach

even the very hard and far journey

There’re always consequences we have to take for every single path we choose

even the mistakes and the failures

But, that’s not a reason for me to stop walking

Because I believe,

all of these are just the way that makes me deserve to gain my destination

So, I’ll pay the price

And I’ll choose my path and take the consequences

I’ll always keep striving to reach my dream which I believe that’s good and true

Because I know that something good is worthy to be fought for

And if someday I make my dream to be true,

and in that time I just find that I feel powerless and discouraged

because of difficult time and hard feeling

I’ll once more look back to remember this moment,

a moment when I ever strive to walk very hard and far

to reach the dream

Further, once again I’ll realize

that this life is a long journey

and it’s not the reason for me

to stop walking and fighting more and more

to reach again what it’s good and true

because once again I will understand,

that something good is really worthy

to be fought for

Yoana Daniwijaya

µ

“because something good is worthy to be fought for”

I dedicate this thesis to,

My beloved family

and everyone who supports me to accomplish my thesis

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STATEMENT OF WORK’S ORIGINALITY  

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

Yogyakarta, September 8, 2011 The Writer

Yoana Francisca Nicken Daniwijaya 061214156

             

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma : Nama : Yoana Francisca Nicken Daniwijaya

Nomor Mahasiswa : 061214156

Demi pengembangan ilmi pengetahuan, saya memberikan kepada Perrpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

INSTRUCTIONAL MATERIALS OF ENGLISH

VOCABULARY BASED ON THE NATURAL APPROACH

FOR FOURTH GRADE STUDENTS OF SD NEGERI II

SUMBEREJO, KLATEN

Dengan demikaian saya memberi kepada Perputakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas dam mempublikasikan di internet atau media lain untuk kepentingan akademis tanapa perlu meminta izin dari saya maupun memberi royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis

Demikian pernyataan ini saya buat dengan sebenarnya Dibuat di Yogyakarta

Pada tanggal 8 September 2011 Yang menyatakan

(Yoana Francisca Nicken Daniwijaya)  

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ABSTRACT

Daniwijaya, Yoana Francisca Nicken. 2011. Instructional Materials of English Vocabulary Based on the Natural Approach for Fourth Grade Students of SD Negeri II Sumberejo, Klaten. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

English has been taught in Elementary School as local content subject started from the fourth grade. In this level, the learners are introduced to some simple words and phrases which are familiar with them and which are also often met in their daily life. Therefore, vocabulary has important role in learning English in this level. However, in the process of teaching-learning itself, a teacher cannot ignore the characteristics of the students in learning new language. The teacher should have teaching method to accommodate the students to learn the new language successfully. To respond to the problem, a study was conducted. The study proposed to design a set of instructional materials of English vocabulary based on the Natural Approach for the fourth grade students of SD Negeri II Sumberejo Klaten.

This study discussed two problems. Those problems were formulated in two research questions: (1) How is instructional material of English vocabulary based on the Natural Approach for the fourth grade students of SD Negeri II Sumberejo designed? (2) What does the design of the instructional material look like?

To answer the first question, the writer applied five steps of instructional design model, which were adapted from the combination of some steps of the two instructional design models; Kemp’s and Yalden’s. The steps were (1) conducting needs survey, (2) specifying goals, topics, and general purposes, (3) formulating learning objectives (4) selecting and organizing subject content, and (5) selecting teaching-learning activities and resources. All these steps are in accordance with Educational Research and Development method (R & D). The writer considered the first five steps of the ten steps of Educational R & D method in conducting this study. Those steps were (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field-Testing, and (5) Main Product Revision. Further, the writer designed the materials based on the theory of Natural Approach which considered five hypotheses in the process of language learning and provided acquisition activities in the early stages of language learning.

To answer the second question, the study presented the final version of the instructional design material based on the Natural Approach for the fourth grade student of SD Negeri II Sumberejo, Klaten. The materials consisted of eight units. Each unit consisted of three sections, namely pre-activity section, whilst activity section and post-activity section. Then, those three sections were divided into four main parts. Those sections are Let’s Get Ready!, Let’s Work It Out!, Let’s Do It!, and Let’s Sum It Up!.

The materials evaluation results showed that the percentage average of the designed materials were 84.21% ranged from 73.33% up to 93.33% on the maximum percentage of 100%. It showed that the materials were appropriate for the fourth grade students of SD Negeri II Sumberejo. 

ABSTRAK

Daniwijaya, Yoana Francisca Nicken. 2011. Instructional Materials of English Vocabulary Based on the Natural Approach for Fourth Grade Students of SD Negeri II Sumberejo, Klaten. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Bahasa Inggris sudah diajarkan di Sekolah Dasar (SD) sebagai pelajaran muatan lokal yang dimulai di kelas empat. Pada level ini, siswa dikenalkan pada beberapa kosakata dan ungkapan sederhana yang umum dijumpai dalam kehidupan mereka sehari-hari. Oleh karena itu, kosakata memegang peranan penting dalam proses belajar bahasa Inggris dalam level ini. Akan tetapi, dalam praktek belajar-mengajar itu sendiri, seorang guru tidak bisa mengabaikan karakter para siswanya dalam mempelajari sebuah bahasa baru. Seorang guru sebaiknya mempunyai teori dan metoda pengajaran untuk mengakomodasi siswa belajar bahasa tersebut dengan baik. Untuk menanggapi masalah tersebut, sebuah penelitian dilaksanakan. Penelitian ini bertujan untuk merancang materi pembelajaran kosakata bahasa Inggris yang berdasarkan pada teori Natural Approach untuk siswa kelas empat SD Negeri II Sumberejo Klaten.

Studi ini membahas dua masalah. Masalah-masalah tersebut dirumuskan dalam dua pertanyaan penelitian yaitu, (1) bagaimana materi pembelajaran kosakata bahasa Inggris untuk siswa kelas empat SD Negeri II Sumberejo Klaten yang berdasarkan pada teori Natural Approach dirancang? dan (2) seperti apakah penyajian materi pembelajaran kosakata bahasa Inggris untuk siswa kelas empat SD Negeri II Sumberejo Klaten yang berdasarkan pada teori Natural Approach tersebut?

Untuk menjawab pertanyaan pertama, penulis menerapkan enam langkah yang diadaptasi dari model instruksional Kemp dan Yalden. Langkah-langkah tersebut adalah (1) mengadakan survei kebutuhan, (2) menentukan tujuan, topik dan tujuan umum pembelajaran (3) merumuskan indikator (4) menentukan dan menyusun isi pembelajaran, (5) menentukan kegiatan pembelajaran dan sumber belajar, dan (6) mengadakan evaluasi materi. Langkah-langkah tersebut sesuai dengan langkah-langkah yang terdapat dalam Research and Development Method (R&D). Namun dalam studi ini, penulis hanya menerapkan lima langkah pertama dari sepuluh langkah yang terdapat dalam R&D. Langkah-langkah tersebut adalah (1) pengumpulan informasi penelitian, (2) perencanaan, (3) pengembangan produk tahap awal, (4) pengujian produk, (5) perbaikan produk. Selanjutnya, penulis mendesain materi yang berdasar pada teori Natural Approach yang mempertimbangkan lima hipotesis dalam proses belajar bahasa dan memperlengkapinya dengan kegiatan akuisisi pada tahap awal belajar bahasa.

Untuk menjawab pertanyaan kedua, penulis menyajikan hasil akhir dari materi pembelajaran kosakata bahasa Inggris yang berdasarkan pada teori Natural Approach untuk kelas empat SD Negeri II Sumberejo Klaten. Materi tersebut terdiri dari delapan unit. Masing-masing unit terdiri dari tiga sesi, yaitu kegiatan awal, kegiatan inti, dan kegiatan akhir. Ketiga sesi tersebut dibagi menjadi empat bagian inti, yaitu Let’s Get Ready!, Let’s Work It Out!, Let’s Do It!, dan Let’s Sum It Up!.

Dari hasil evaluasi rancangan materi menunjukkan bahwa persentase rata-rata adalah 84.21% yang berkisar antara 73.33% sampai 93.33% pada persentase maksimum 100%. Hal tersebut menunjukkan bahwa rancangan materi

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

pembelajaran tersebut cukup bagus dan bisa diterima serta digunakan untuk pembelajaran kosakata bahasa Inggris untuk kelas empat SD Negeri II Sumberejo Klaten.

                                               

ACKNOWLEDGMENTS

First of all, I would like to express my greatest gratitude to my Lord Jesus Christ for His wonderful and everlasting love, grace, care, help, and guidance in my life. I am so grateful for all His kindness to always stay by my side, love me abundantly, and strengthen me in every single step of mine.

My sincerest gratitude goes to my major sponsor, Christina Kristiyani S.Pd., M.Pd., for her guidance, support, advice, suggestions, and corrections during my process of completing this writing. I also thank her for reading my thesis thoroughly. I would also like to address my deepest gratitude to Gregorius Punto Aji, S.Pd., M.Pd., and Drs. Y. B. Gunawan, M.A., for their time to evaluate my materials, give a lot of suggestions and advice, and share knowledge with me. I would also like to give my gratitude to all PBI lecturers for their great contribution to guide, support, and teach me during my study in Sanata Dharma University.

I would like to express my gratitude to the headmaster of SD Negeri II Sumberejo, Bapak Eka Sriyanta, S.Pd., for allowing me to conduct my research in the school. I would also like to give my special thanks to the English teacher of SD Negeri II Sumberejo, Ibu Ari Saraswati, S.Pd., for giving me help, guidance, support, suggestions, and willingness in evaluating my designed materials. My specials thanks also go to the fourth grade students of SD Negeri II Sumberejo who welcomed me with all cheerfulness, friendliness, and kindness.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

I dedicate my greatest gratitude to Misereor and Sanata Dharma University which help me a lot in providing me scholarship to support my financial stuff for my study. I also thank them for giving me opportunities to learn, experience and share many valuable things with others.

My special gratitude goes to my beloved parents, my mother, Natalia Sri Wahyu Handayani, and my father, Nicolaus Nano Supardiyono for the patience, support, prayer, advice, guidance, care, and love in my life. My gratitude also goes to all my beloved brothers, Mas Bima, Mas Whisnu, and Mas Indra for all the support and love given to me, and for every special moment to be spent together.

My deepest gratitude goes to my special and beloved friend, Andri Nugraha, for his patience, support, care and love on my days, and also for all the times he spends with me. My sincerest thanks go to all my lovely friends, Indi, Ratri, Ata, Nana, Tita, Kaje, Siska and Niken, who colour my life and my days with jokes, cheerfulness, affection, help, support, valuable lesson and beautiful friendship. My thanks also go to all my friends in the Misereor Group in Klaten “Klabers” Bersinar, “Sairoth” members of KKN XXXVIII, the Play Performers of “Fatal Desire”, the big family of PPL, the big family of LPPM Sanata Dharma University, the big family of Columbia-Edu Centre (CEC) and also the big family of Gereja Baptis Indonesia (GBI) Klaten for all valuable things that have been shared together.

TABLE OF CONTENTS

Page

TITLE PAGE ……….. i

APPROVAL PAGES ……….. ii

DEDICATION PAGE ………... iv

STATEMENT OF WORK’S ORIGINALITY ……… v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ……… vi

ABSTRACT ……….... vii

ABSTRAK ………viii

ACKNOWLEDGMENTS ……….………... x

TABLE OF CONTENTS ……… xii

LIST OF TABLES ……….. xv

LIST OF FIGURES ………. vxi

LIST OF APPENDICIES ……… xvii

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

B. Problem Formulation ………... 6

C. Problem Limitation ……….. 6

D. Research Objectives ………. 7

E. Research Benefits ……… 7

F. Definition of Terms ………. 8

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description ………... 11

1. Instructional Design Models ………. 11

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

b. Yalden’s Instructional Design Model ………... 16

2. The Theory of Natural Approach ……….……. 19

a. Approach ……….……. 20

b. The Goal of the Natural Approach ……….……. 22

c. Classroom Activities in Early Stages ……….……. 23

d. The Roles of the Teacher ……….…… 25

e. The Roles of Instructional Material ……….…... 26

3. Vocabulary ……… 26

a. Vocabulary Selection ………... 26

b. Learning Vocabulary ………... 28

c. Principle of Teaching Vocabulary ………... 29

4. Young Learners ………. 31

a. The Characteristics of Young Learners ……….. 31

b. Principle of Teaching Young Learners ……… 33

B. Theoretical Framework ……… 36

CHAPTER III. METHODOLOGY A. Research Method ………. 43

B. Research Participants ……….. 46

D. Data Gathering Technique ……….. 52

E. Data Analysis Technique ……….... 54

F. Research Procedure ………. 56

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Steps in Designing the Materials ……….... 59

1. Conducting Need Survey ………..… 60

2. Considering Goals, Topics, and General Purposes ……….. 66

3. Formulating Learning Objectives ……….…… 69

4. Selecting and Organizing Subject Content ……….…….. 73

5. Selecting Teaching-Learning Activities and Resources ..……… 75

6. Evaluating the Designed Materials ……… 76

B. Finding and Discussion on the Designed Materials Evaluation …… 76

1. Preliminary Field Testing ……… 77

2. Final Product Revision ……….……… 81

C. Presentation of the Designed Materials ……….……… 88

CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ………. 91

B. Suggestions ……….. 94

REFERENCES ……….. 96

APPENDICES ……….……….. 99

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LIST OF TABLES

Table Page

3.1 The Description of the Participants of Preliminary Field Testing

(Blank) ……….. 48

3.2 Degree of Agreement ……… 51

3.3 The Descriptive Statistics of Participants’ Opinion (Blank) ……… 56

4.1 The List of 8 Top Topics ……….. 65

4.2 The Topics and the General Purposes of the Designed Materials ……. 67

4.3 The Learning Objectives in Each Topic ………... 69

4.4 The Description of the Participants of the Preliminary Field Testing …. 77 4.5 The Results of the Preliminary Field Testing Questionnaire …………... 78

4.6 The Summary of Comments and Opinions and Suggestions of the Designed Materials ………... 80

4.7 The Summary of Learning Stages and the Acquisition Activities Based on the Natural Approach in Each Topic ……….. 83

LIST OF FIGURES

Figure Page

2.1 Kemp’s Instructional Model (Kemp, 1977: 9) ………. 12

2.2 Yalden’s Instructional Model (Yalden, 1987: 88) ……… 16

2.3 The Writer’s Instructional Model ………. 40

3.1 The Steps of the Procedure in Designing the Materials ………... 58

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LIST OF APPENDICIES

Page

Appendix 1 Permission Letter ………... 100

Appendix 2 The Results of the General Classroom Observation ……….…. 103

Appendix 3 The Results of the Interview on the Needs Survey ……….….. 110

Appendix 4 Questionnaire on the Needs Survey ……….….. 113

Appendix 5 The Results of the Questionnaire on the Needs Survey ……… 117

Appendix 6 Basic Competencies in Each Topic ……… 120

Appendix 7 Objectives in Each Topic ……… 124

Appendix 8 Syllabus ………... 128

Appendix 9 Lesson Plan Meeting 1 ..……….... 149

Appendix 10 General Description of the Designed Materials ……… 153

Appendix 11 Questionnaire on the Material Design Evaluation ………. 158

Appendix 12 The Results of the Preliminary Field Testing (Post-Designed).. 162

Appendix 13 Presentation of the Designed Materials ………. 165  

             

 

CHAPTER I

INTRODUCTION

This chapter describes about how this study obtained through briefly discussion of the research background, the problem formulation, the problem limitation, the research objectives, the research benefits, and the definition of terms of the study.

A. Research Background

Based on the development of Elementary School education and English program in Indonesian education, English has been taught for, approximately, more than 10 years in Elementary Schools in Indonesia and it begins from year 2000 (Suyanto, 2001). In the first time it was held, English subject had a role as local content subject, and it was able to be started at 4th grade. As the time went by, English which was as an optional local content subject at first then, it became an obligatory local content subject in some areas in Indonesia (Suyanto, 2001). Since the role of the English subject as local content, it is not a must to hold English subject if the school has not been ready yet to have English as the school subject. Nevertheless, in Indonesia, English has been considered important because it is held to develop competency based on the local region characteristics.

However, in Indonesia, English language plays as a foreign language. Suyanto (2001) stated that English as a foreign language (EFL) is different from

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

English as a second language (ESL), and so the purpose of the learning itself is, actually, different from learning English as a second language. In fact, learning English in Elementary School is to introduce students a language apart from their mother tongue. In this case, English as a foreign language which is introduced and taught obligatorily. Further, teaching and learning English in Elementary School begins from introducing to some simple words which are familiar and often met in their daily life and their environment. This will be easy for students to learn a foreign language because what they learn can reflect what they meet in their daily life.

Since vocabulary is the basic and important element of a language, further, learning vocabulary itself will be a start for students to learn how to use English because from vocabulary skill students will be able to learn other language skills. Therefore, it can be very impossible to produce some word expressions and learn the higher level of the language skill without knowing the vocabulary first. As Rivers (1983: 125) argued that the acquisition of an adequate vocabulary is essential for successful second language use and comprehensible communication. For instance, a young learner of a foreign language needs at least 200 words or vocabularies to support in learning the language such as grasping simple sentences he hears, comprehending simple reading passages, making simple sentences, or producing simple utterances. In the other side, it is not easy for young learners or children to learn vocabulary of foreign language. It is, more or less, something new and strange because they are not familiar to use the language to speak in the daily life. Although young learners have known English, learning English is

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absolutely a process. In fact, introducing English as a foreign language is not a simple effort for a teacher. Moreover, learning vocabulary is largely about remembering, memorizing, and recognizing the concept of the words itself. Students generally need to see, say, and write newly learned words many times before they can be said to have learned them. Therefore, it has been teachers’ task to help and guide the students to learn and develop their vocabulary skill. Brown (1987: 6) stated that teaching cannot be defined apart from learning. By teaching the students in the right ways, learning process will work effectively.

The teaching vocabulary has a place as a fundamentally important aspect of language development (Nunan, 1999: 103). According to Nunan (1999: 103), it is partly due to the influence of comprehension-based approaches to language development. Nevertheless, Kaka (2008) pointed out that good learning atmosphere and method can guide the students to learn more and meaningful. To accomplish such condition, the Natural Approach which presents various and attractive methods for the class can be applied. The Natural Approach is an approach which is adapted and combined from the previous methods and approaches. Therefore, the techniques recommended are often borrowed from other methods and adapted to meet the requirements of the Natural Approach theory (Richard & Rodger, 2001: 186). The goal of the Natural Approach is to help beginner learners be intermediate or advance learners. However, the Natural Approach can be applied in various levels of learners such as young learners, teenager learners, and adult learners because the initial task is provided to comprehensible input based on the learner’s level. This is why the writer chose

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the Natural Approach to teach English vocabulary to the Elementary School students.

Besides, there are some other reasons and considerations for the writer to select the Natural Approach as the basic theory of teaching and learning. First is that the Natural Approach sees communication as the primary function of language (Richard & Rodgers, 2001: 179). Therefore, the Natural Approach is an example of a communicative approach. Second is that the writer also observes that the nature of language of the Natural Approach emphasizes the primacy of meaning, therefore, the importance of the vocabulary is stressed (Richard & Rodger, 2001: 180). Moreover, Brown (1987: 164) mentioned that the goal of the Natural Approach is basic personal communication skill, that is, everyday language situation such as conversation, shopping, listening to the radio, and the like. Besides, the other strength of the approach is the main role of the teacher in the Natural Approach. Here, the teacher is as the source of the learners’ input and the creator of an interesting and stimulating variety of classroom activities such as command, games, skits, and small-group work (Brown, 1987: 164). As Sasson (2009) stated that vocabulary practice should be taught in a variety of fun, communicative and motivating contexts to make students feel confident using the new words. Thus, in the Natural Approach, the teacher should create a classroom atmosphere that is interesting, friendly, and in which there is a low affective filter for learning (Richard & Rodger, 2001: 187).

What characterizes the Natural Approach is the use of familiar techniques within the framework of a method that focuses on providing comprehensible input and a classroom environment that cues

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comprehension of input, minimizes learner anxiety, and maximizes learner self-confidence. (Richard and Rodger, 2001: 186)

Observing the reasons of choosing the approach as the best way to teach English vocabulary, the writer has selected an Elementary School as the subject of the study. The study was conducted in SD Negeri II Sumberejo. There are some reasons why the writer selected SD Negeri II Sumberejo as the subject of the study. These reasons are based on the informal observation and interview with the English teacher. The first reason in choosing the school is that the students of SD Negeri II Sumberejo learn about English vocabulary more frequent than other skills of English. Another reason is that SD Negeri II Sumberejo is located in the edge of the town. As the location of the school, it influences students’ background knowledge. Besides, it also influences the teaching-learning styles and the teaching-learning process in the class. Therefore, it will affect students’ competence of English, in this case is students’ input of English vocabulary. The other reason in choosing SD Negeri II Sumberejo is that the teaching-learning process in this school is generally teacher-centered. This is considered appropriate with the Natural Approach in which the teacher plays as the source of the learners’ input. Therefore, the teacher should create such interesting and stimulating classroom activities to motivate the students to learn, so it can improve the students’ vocabulary skill.

B. Problem Formulation

The problems of the study can be formulated as follows.

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1. How is instructional material of English vocabulary based on the Natural Approach for the fourth grade students of SD Negeri II Sumberejo designed? 2. What does the design of the instructional material look like?

C. Problem Limitation

There are some limitations in this study. First, the study was about designing a set of instructional material. The study focused on developing materials to facilitate the teaching-learning process. Because the study was to design vocabulary instructional material, therefore, the main concern of the teaching-learning process was the process of vocabulary teaching and learning. Second, the study applied the Natural Approach theory in designing the materials. The Natural Approach gave opportunity for the students to learn English in low personal anxiety and low classroom anxiety to maximize the learning process. Third, the study was designed for grade IV students of SD Negeri II Sumberejo. The reason of choosing the fourth grade students of Elementary School was that they were more familiar with English and they had had more knowledge of English language than those of previous grade. Fourth, the study was conducted in SD Negeri II Sumberejo. It was chosen because the students there needed more opportunities and facilities to learn English.

D. Research Objectives

Considering the problem which had formulated, this study elaborated two main objectives. They are presented as follows.

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1. The study attempts to find out how a set of instructional material to teach English vocabulary based on the Natural Approach for the fourth grade students of SD Negeri II Sumberejo is designed.

2. The study also attempts to present the design set of English vocabulary instructional material based on the Natural Approach for the fourth grade students of SD Negeri II Sumberejo.

E. Research Benefits

The study is expected to be able to give positive contributions to English Language Teaching, especially in English vocabulary teaching. Besides, the study is also expected to give benefits to the students of SD Negeri II Sumberejo, the English teachers of SD Negeri II Sumberejo, the teachers and the students of other Elementary Schools, and the other writers.

For the students, this study provides materials that are useful to learn English based on the Natural Approach, especially to learn vocabulary. Through the designed materials, the studends will find it easier to learn English vocabulary. Therefore, the students will be encouraged to learn English vocabulary. Besides, it is also hoped that it will be more easily to develop their vocabulary abilities.

For the English teacher, the design materials can be references of teaching-learning English vocabulary based on the Natural Approach that can be applied in class. Besides, the study will be useful for teachers in developing and designing a kind of instructional material to teach English vocabulary for Elementary School students that can be modified in their own ways.

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For other writers, this study can be used as the reference to conduct further research and write scientific paper related to the topic. It is hoped that through the study other writers may gain beneficial information that can be used to support their research.

F. Definition of Terms

This study provided the definition of some important terms in order to avoid different perceptions to these terms and to clarify the concept of the study. The terms are defined as follows.

1. Instructional Material

Instruction is a goal-directed teaching process which is more or less pre-planned (Romiszowski: 1981). Kemp (1977) pointed out that instructional material design means the actual planning activities that the teacher will bring about the desire end. Savignon (1997: 132) stated that a set of instructional material can be recourses in pursuing the language activities at hand. In this study, instructional material refers to a set of units which is used as the focus discussing in the language teaching-learning process to achieve a goal or an objective in order to develop students’ vocabulary skill.

2. The Natural Approach

The Natural Approach is an attempt to develop a language teaching proposal that incorporated the “naturalistic” principles (Richard & Rodgers, 1986: 128). The term natural merely emphasized that the principles underlying the method were believed to conform to the principles of naturalistic language

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learning in young children. The Natural Approach theory is adapted and borrowed from other methods. These include command-based activities from Total Physical Response, Direct Method, and Communicative Language Teaching.

In this study, the Natural Approach which is used as the basis theory of the designed material refers to an approach which facilitates methods and emphasizes on exposure, or input to teach English vocabulary. They are optimizing emotional preparedness for learning, a prolonged period of attention to what the language learners hear before they try to produce language, and willingness to use written and other materials as a source of comprehensible input. This can be done by discussing topics of interest, games, tasks, and the like.

3. Fourth Grade Students of Elementary school

Elementary school refers to the first part of nine year system of elementary education program that has duration of six years (Soedijarto, 1993: 128). In this study, fourth grade students are a group of students between nine up to eleven years old who are now learning in the fourth grade of Elementary School.

4. Vocabulary

Vocabulary can be defined as a stock of words in a language that can support the learners to learn the skills of the language (Kreidler). Further, base on the vocabulary growth by Brewton, Peterson, Kinnick, & McMullan (1962: 54), it is known two types of vocabulary those are recognition vocabulary and working vocabulary. The study itself concerns on recognition vocabulary that is smaller vocabulary which consists of the word one actually uses in everyday speaking and writing that can support the learners to learn the skills of the language.

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Furthermore, in this study, vocabulary refers to a set of words which students usually find in their daily life. The words must be in everyday vocabulary of most people, especially children. The vocabulary can be in the form of noun, adjective, and adverb.

                                       

 

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents a discussion of theories which the study was developed. This includes two main part of concern, Theoretical Description and Theoretical Framework. The Theoretical Description describes some related theories which were needed in designing the materials. The Theoretical Framework presents the essence of the theories discussed in the Theoretical Description. It includes putting the concept of the Theoretical Description as the base theory in designing the instructional material based on the Natural Approach.

A. Theoretical Description 1. Instructional Material Design

There are two instructional design models obtained in the study. They are Kemp’s model and Yalden’s models. The brief explanation will be elaborated in the following discussion.

a. Kemp’s Model of Instructional Material Design

Kemp (1977: 7) pointed out that instructional design is the process of systematic planning that establishes a way to examine instructional problem and needs, set a procedure for solving them, and then evaluates the results. Kemp’s instructional design can be applied in all education levels from elementary to collages and from individual topics to units and then to complete courses. In

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general, the plan is designed to supply the answers about objectives, activities and resources, and evaluation of the materials.

Kemp offers eight parts in designing an instructional design plan. The eight steps are important to be included in designing materials. Figure 2.1 shows Kemp’s diagram of instructional design plan that illustrates the relationship of each step in the plan to the other steps. The broken lines in the diagrams indicated revisions of elements made necessary by evaluation data gathered on learners’ accomplishment of objectives.

Figure 2.1: Kemp’s Instructional Model (Kemp, 1977: 9)

Kemps defines the instructional material as follows. Revise

Goals, Topics and

General Purposes

Learners’ Characteristics

Learning Objectives

Subject Content

Pre-assessment Teaching/

Learning Activities and

Resources Support

Service

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Step 1. Defining Goals, Topics, and General Purposes

In making the design, a designer should identify goals, choose major topics, and list the general purposes. The first parts stars with the recognition of the goals. The goals may be derived from society, learners, and subject areas. After recognizing or establishing the goals, major topics should be chosen and scoped the course or program. Afterwards, general purposes should be listed for each topic. General purpose is what learners generally are expected to learn as a result of instruction (1977: 13).

Step 2. Finding out Learner Characteristics

Learners are considered as individuals and groups. In serving both group and individuals, teachers must obtain information about the learners’ characteristics; those are academic factors such as academic background, level of intelligence, and study habits and social factors such as age, maturity, and special talent. Besides, other factors such as learning conditions and learning styles become particularly important which should also be considered in the plan to support learners maximizing their achievement both as individuals and groups. Step 3. Specifying Learning Objectives

Learning objectives concerns as the outcomes of instruction. Therefore, objectives must be stated in terms of activities that will best promote learning. Learning objectives should be measurable and unambiguous. The objectives for learning can be grouped into three major categories; those are cognitive, psychomotor, and affective. Common school system usually considers only one

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domain of cognitive to be achieved in academic value. However, good learning objectives should cover the three domains to promote the best learning outcome. Step 4. Organizing Subject Content

A student’s learning experiences must closely relate to the objectives and to the student’s needs and interest. Subject content comprises the selection and organizing of the specific knowledge (facts and information), skills (step-by-step procedures, conditions, and requirements) and attitudinal factors of any topic (Kemp, 1977: 44). Textbooks are usually considered as the primary resource of subject content. However, content is dynamic and changing. Therefore, traditional sources and new sources should be reorganized and combined to create other sources of subject content.

Step 5. Developing Pre-Assessment

Pre-assessment is needed to gather data about general knowledge of individual learners’ background. According to Kemp (1977: 51), there are two kind of test in pre-assessment; those are prerequisite testing and pretesting. Teacher should know that the learners are ready to learn the topic before the activities. Learners’ preparation to study will enable them to achieve the objectives and to master the topic. Further, the result of pre-assessments may also affect instructional planning in eliminating, modifying, or adding objectives to the program after the result are analyzed.

Step 6. Planning Teaching/ Learning Activities and Resources

The teacher must determine the appropriate methods and then select materials and instructional resources to provide learning experiences so that the

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learners can accomplish each objective. The teacher needs to know the strengths and weaknesses of alternative methods and of various materials. Further, the teacher can make selection in terms of the student characteristics and needs that will best serve the objectives which have established.

Step 7. Organizing Support Services

These services include budget, facilities, equipment, time and schedule. Coordination of each support service must be considered at the same time with making instructional plans and selecting the materials. Coordinating and communicating with others in the building or school system can also develop understanding and thus maintain good feelings.

Step 8. Evaluating Student’s Achievement

In this stage, the teacher is ready to measure learners’ accomplishment of objectives, with a view to revising and re-evaluating any phases of the plan that need improvement. In order to measure the learners’ achievement, the teacher should determine standards of achievement. The standard is the criterion specified by the learning objectives. The measurement can be in the form of evaluation. There are two kinds of evaluation; those are formative and summative evaluation. Evaluation also refers to the evaluation of the program. It aims to know how well the program serves the objectives. It is useful for determining any weaknesses in the instructional plan, so the teacher can improve them. This can be indicated by test results, reactions from learners, observations of learners at work and suggestions from colleagues (Kemp, 1977: 98).

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There is an interdependent among the eight elements, so decisions relating to one may affect others. However, the process in making the instructional plan is flexible. The first step taken can be from whichever element the designer is ready to create and then move back and forth to the other steps to treat most of the eight.

b. Yalden’s Model of Instructional Design

Yalden formulated an instructional material design based on communicative approach in language learning. Yalden considered seven stages in designing materials. The seven stages are described in the Figure 2.2.

Figure 2.2: Yalden’s Instructional Model (Yalden, 1987: 88)

The each stage are briefly summarized as follows. Stage 1. The Need Survey

When a needs survey is being undertaken, there is potentially a great deal of information to be gathered (Yalden, 1987: 101). It includes personal needs and motivations and relevant characteristics of learners. The reason for this entire information gathering is to understand about the learners as much as possible prior to the beginning of the program in order to establish realistic and acceptable objectives.

Need Survey

Description of Purpose

Selection/ development

of syllabus type

Production of a

proto-syllabus

Production of a Pedagogical

Syllabus

Development and

Implementa-tion of Classroom Procedures

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Stage 2. The Description of Purpose

Describing the purpose of the program can be carried out when the needs survey is finished or still in progress. Further, the information collected from needs survey will be the basis in developing the purpose of language program. This is the stage where the designer clarifies the purpose of the language program. This will establish the foundation for the major decision for the course designer facing the next stage.

Stage 3. Selection/ Development of Syllabus Type

After deicing on the general purpose, the next step is the choice of a syllabus type. According to Yalden (1987: 108), there is no single model of syllabus design which is universally agreed upon. Therefore, Yalden (1987: 108) stated that a modification of existing structural syllabuses can be a solution. This idea have come to the conclusion that what is now required is a more flexible approach to syllabus construction which any given teaching situation demands. Stage 4. The Production of Proto-Syllabus

This stage gives information of the description of the content that the syllabus will have (Yalden, 1987: 138). In this stage the designer should describe and determine the content of the syllabus. This includes general notions and specific topics and discourse and rhetorical skills.

Stage 5. The Production of Pedagogical Syllabus

The designer develops the teaching, learning, and testing approaches. This includes the description of the pedagogical syllabus which provides a stock of

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words and phrases suitable to the functions and the topic chosen in the program. The designer also implies the syllabus into the teaching and the learning activities. Stage 6. Development and Implementation of Classroom Procedures

In this sixth stage, the designer is supposed to develop the classroom procedure such as selection of exercise types and teaching techniques, preparation of the lesson plan, and preparation of weekly schedules. It is including teacher training such as creation of teaching materials.

Stage 7. Evaluation

The last stage is conducting evaluation. The evaluation has two board aspects. Firstly, it evaluates the learners in the program, and secondly, it assesses the teaching as well as the over-all design of the course. Moreover, this is labeled as the recycling stage because the whole cycle can be begun again at the point.

The theories above are general description of the designed model created by two different designers of the instructional material; those are Kemp and Yalden. From the two instructional models above, the writer would not use all of the steps formulated by Kemp and Yalden. Some steps would be used and some other steps would be rearranged or even omitted. In short, the writer combined and adopted the two of instructional models above to formulate own steps of instructional model.

In this study, the writer took the first step of Yalden’s model, namely Need Survey. In the Natural Approach, need survey is very important point because the material designed will be based on the need survey. The results of the need survey will be used to identify what the students’ needs for their learning and how the

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students learn (learners’ characteristics). Kemp’s second step is not be used because it is included in need survey. Furthermore, the writer combined the first step of Kemp’s model and the second step of Yalden’s to determine the goals, topics and general purposes of the designed materials. Kemp’s third step is used to determine the learning objectives of the designed materials. The next step was taken from the fourth step of Kemp’s model; that is selecting and organizing the subject content based on the principle of Natural Approach. Further, the Kemp’s sixth step was taken on the next step to determine and select the teaching-learning activities and resources. The teaching-learning activities and resource were designed based on acquisition activities of the Natural Approach principle. The final steps were evaluating and revising the designed materials. In this last step, the writer applied the last step of Yalden that was obtaining the evaluation in order to revise the designed materials.

2. The Theory of Natural Approach

The goal of the Natural Approach is communication skills; that is the ability to communicate with native speakers of the target language (Krashen, 1983: 58). Furthermore, the emphasis of the Natural Approach is on presenting comprehensible input in the target language. In the usage, the Natural Approach emphasizes comprehensible and meaningful practice activities, rather than production of grammatically perfect utterances and sentences. Meanwhile, the practices and activities can be done by discussing topics of interest, games, tasks, and the like, and providing pictures and other visual aids.

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a. Approach

The theory of language of Natural Approach sees communication as the primary function of language (Richard & Rodgers, 2001: 179). Since the approach focuses on teaching communicative abilities, the Natural Approach is considered as an example of a communicative approach (Krashen & Terrell 1983: 17). Besides, the theory of language of Natural Approach emphasizes the primacy of meaning. Here, the importance of the vocabulary is stressed. Nevertheless, the Natural Approach views language learning as mastery of structures by stages.

Natural Approach is built from five hypotheses proposed by Krashen (1983). The hypotheses propose two theories addressed both the process and the condition for the process to take place. The five hypotheses are as follows.

1) The Acquisition-Learning Hypothesis

Based on the Natural Approach, there are two distinctive ways of developing competence in a second or foreign language those are acquisition and learning. Acquisition refers to the natural assimilation of language rules using language for meaningful communication and language mastery commits unconscious process. Learning,by contrast, refers to a process in which conscious rules about a language are developed (a conscious process that results in knowing about language). It results in explicit knowledge about the forms of a language and the ability to verbalize this knowledge.

2) The Natural Order Hypothesis

According to the Natural Approach, the grammatical structures are acquired in a predictable order. Errors are signs of naturalistic developmental

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process. The acquisition will take place naturally without emphasizing on error correction. Speech errors that do not interference with communication are not corrected.

3) The Monitor Hypothesis

This hypothesis states how conscious learning are used in production. This needs “formal knowledge” of the language to check and make repairs on the output of the acquired system. The Natural Approach encourages appropriate and optimal monitor use. Learners are expected to use the conscious grammar when they have enough time, when the focus is in form, and when they know the rule. However, learners are not expected to apply the rules consciously in the oral communication activities in the classroom because the focus is on communication and not form. In the case of children learning language, the monitor hypothesis is not emphasized since the concern is in “what we are saying” and not “how we are saying it.”

4) The Input Hypothesis

According to Krashen & Terrell (1983: 32), the input hypothesis claims that respective skills are primary important in the language program and the productive skills will come on its own with time. It is established by building up learners’ competence through comprehending input by teachers. Language input includes a structure that is part of the next stage that is to be understood by learners in order to progress to the next stage in the acquisition of the target language (Krashen & Terrell, 1983: 32). Thus, input hypothesis emphasize meaning to acquire language through context and extra-linguistic information.

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Krashen & Terrell (1983: 32) stated i +1 formula. A student can move from a stage i (where i is the student’s level of competence) to stage i + 1 (where i + 1 is the stage immediately following i). In accomplishing this, therefore, teachers should ensure that the learners understand what is being said or what they are reading.

5) The Affective Filter Hypothesis

The Natural Approach aims to bring down the effective filter as lower as possible by eliminating pressure and anxiety. A low filter means that the learners are more open to the input, and that the input strikes deeper. In order to lower the affective filter, learners are encouraged to get motivation and good self-images, so they can perform optimal attitudes. The optimal attitude will promote learners to try to get more input, to interact with speaker of target language with confidence, and also to be more receptive to the input they get.

b. The Goal of the Natural Approach

The Natural Approach believes that the purpose of a language course will vary according to the needs of the learners and their particular interest. However, the Natural Approach gives emphasis that the goals of the course can be specified and divided into sorts of competencies; those are basic personal communication skills – both oral and written and academic learning skills – both oral and written (Krashen & Terrell, 1983: 66). Nevertheless, the Natural Approach concentrates primarily to develop basic personal communication skills – both oral and written. It does not mean that the Natural Approach does not specifically teach academic

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learning skills. However, the Natural Approach assumes that a good basis in the former will lead to greater success in the later (Krashen & Terrel, 1983: 67). Thus, it can be said that the Natural Approach is implemented for beginners and is designed to help them become intermediate (Richards & Rodgers, 2001: 184). Further, basic personal oral communication goals may be expressed in term of situations, functions and topics that are likely to be most useful for the learners to use the target language.

Therefore, the syllabus of the Natural Approach is not merely designed based on certain curriculum, but it is designed based on the learner needs and the learner interests. As Krashen and Terrell (1983: 65) pointed out that the goals of a Natural Approach class are based on an assessment of student needs. Hence, the form of the syllabus of the Natural Approach is not a grammatical syllabus, but any list of topics and situations have a role as syllabus suggestions.

c. Classroom Activities in Early Stages

According to Krashen and Terrell (1983: 75), there are three stages of classroom activities in early stages. The stages change according to learners’ stage of linguistic development. The stages are explained briefly as follows.

1) Pre-speech Activities

According to Krashen & Terrell (1983: 75), the Natural Approach does not force the learners to produce utterance in the target language until they feel ready to begin the acquisition process. In this stage, learners participate in the language activity without having to respond in the target language. The activities can be

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responding to simple command from the teacher by acting out what the teacher says. Krashen and Terrell (1983: 76) suggested Total Physical Response approach as a good technique to respond sorts of command.

In short, the main point of this section is to teach comprehension without requiring more than minimal production (Krashen & Terrell, 1983: 77). Here, the teacher concentrates on devoting to activities in which the learners receive comprehensible input to develop comprehension skills. Indeed, comprehensible input can be provided by introducing and then reusing new vocabulary for many times before the learners are expected to move to the next stage (Early Production). Besides, the teacher helps to lower learners’ affective filters by giving the learners opportunity to become comfortable with the class activities and the class and learning condition without being forced to respond in the target language. Overall, this pre-speech activity allows the learners an opportunity to begin acquisition process.

2) Early Production

In early production, the learners begin to respond with single word utterances or short phrases (Krashen & Terrell, 1983: 78). Here, learners’ respond can be yes-no in reply to a simple question. However, when learners go into this stage, it does not mean that learners stop receiving any comprehension input from the teacher.

When the teacher begins to ask questions and make comments which require single word responses, the emphasis is still on giving comprehensible input. At first, most of the questions should require only gestures or names as answers with only a few requiring single word answers. As the learners become comfortable with the producing responses in the target language, their use can be increased, but the goal of supplying

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large quantities of comprehensible input is still more important at this stage than the learners’ initial attempts at production. (Krashen & Terrell, 1983: 79)

Furthermore, the comprehensible input serves to introduce new vocabulary, reuse vocabulary which has been introduced, and to give an opportunity for the learners to produce which has been used by the teacher. Krashen and Terrell (1983: 80) pointed out that teacher can use visual, mostly pictures, as a basis for oral input and single-word responses.

3) Extending Production

In extending production, the learners begin to expand the answers and produce short phrases after several hours of comprehension activities (Krashen & Terrell, 1983: 84). The teacher gives sorts activities which support the learners to produce language for holding communicative goal. The common activities used in this stage are in the form of conversation between and among learners.

d. The Roles of the Teacher

The Natural Approach is still considered as a teacher-centered. Here, the teacher lectures and becomes a center of learning and knowledge. As Brown (1987: 164) stated that the teacher is the source of the learners’ input and the creator of an interesting and stimulating variety of classroom activities. Further, in the Natural Approach, the teacher has three central roles. Firstly, the teacher is the primary source of comprehensible input in the target language. Secondly, the teacher creates a classroom atmosphere that is interesting, friendly, and in which there is a low affective filter for learning. Finally, the teacher must choose and

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plan a rich mix of classroom activities, involving a variety of group sizes, content, and contexts. The teacher is seen as responsible for collecting materials and designing their use. The materials designed are based not just on teacher perceptions but on elicited learners needs and interest.   

 

e. The Roles of Instructional Material

The primary goal of materials in the Natural Approach is to make classroom activities as meaningful as possible by supplying the extralinguistic context that helps the acquirer to understand and thereby to acquire (Krashen & Terrell, 1983: 55). It is done by relating classroom activities to the real world, and by fostering real communication among the learners. Further, the primary aim of the materials is to promote comprehension and communication (Richards & Rodgers, 2001: 188). To accomplish that purpose, therefore, the materials should supply the content for communication. Further, the teacher can use pictures and other visual aids, media, and other recommended learning tools to support the materials in promote comprehension and communication.

3. Vocabulary

a. Vocabulary Selection

Richards (1974) considered that different learners may have different vocabulary lists. The main point is that the lists should reflect the communicative needs of the learners. Therefore, teachers need to consider carefully what vocabulary to introduce in each lesson. Harmer (1991: 154) pointed out that a

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general principle in teaching vocabulary is to teach more concrete words at lower levels and gradually become more abstract. Beginner learners are better taught the words represent which are there in front of them, so the words can be easily explained and the learner can easily get the meaning. Moreover, the abstract words which are not physically represented in the classroom can be learnt in the higher level. On the other hand, the important point of vocabulary selection in the material design is that the vocabularies selected should serve the students’ needs on vocabulary lists they have to learn in accomplishing the program. Davies and Pearse (2000: 60) stated that teachers have to select appropriate vocabulary in which the selection of vocabulary should take the learners’ interests and needs into account as well as the general topic of the lesson.

Hammer (1991: 154-156) considered three points in selecting vocabulary to be taught. The first point is about frequency. The teacher can decide which words should be taught on the basis of how frequently they are used by speaker of the language. The words which are most commonly used are the ones the teacher should teach first. Further, the second point is about coverage. Hammer (1991: 154) argued that a word is more useful if it covers more things than if it only has one very specific meaning. For the instance is word ‘book’. The word ‘book’ has greater coverage than ‘notebook’, ‘exercise book’, ‘textbook’, etc. The last point is choice. The decision about what vocabulary to teach and learn will be influenced by information about the frequency and the used by speaker of the language. However, the information can be assessed with other considerations such as topic, function, structure, teachability, needs and wants.

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b. Learning Vocabulary

Vocabulary learning is central to language acquisition, whether language is first, second, or foreign (Decarrico, 2001: 285). Nevertheless, it is not simple for beginner learners to learn foreign vocabulary. Learning vocabulary itself also causes problem related to meaning, form, and pronunciation of the world. Harmer (1991: 156) stated that knowing a word is far more than just understanding one of its meanings. Further, Harmer (1991: 156-158) mentioned that there are four things that students need to know in learning vocabulary.

1) Meaning

The first point is understanding meaning in context. Vocabulary items frequently have more than one meaning. When coming across a word, learners have to try to interpret its meaning by looking at the context in which it is used. Besides, words sometimes have meaning in relation to other words. Thus, learners need to know the meaning of a word which has general meaning to describe any one of number other things which has specific meaning.

2) Word Use

Learners need to know that words’ means can be changed, stretched, or limited by how it is used. Learners need to recognize metaphorical language use and they need to know how words collocate. They also need to understand the topical contexts words and expressions occur in.

3) Word Formation

Hammer (1991: 157) stated that words can change their shape and their grammatical value too. Learners need to know facts about word formation and

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how to twist words to fit different grammatical contexts. Learners also need to know how suffixes and prefixes work. Besides, learners need to know how words are spelt and how they sound. Knowing word formation is knowing how words are written and spoken and knowing how they can change their form (Harmer, 1991: 157).

Further, Decarrico (2001: 186) pointed out that to achieve the optimal result of learning vocabulary, the effective vocabulary learning should focus on explicit or implicit learning. In explicit vocabulary learning, learners engage in activities that focus attention on vocabulary. Meanwhile, implicit (incidental) learning is learning that occurs when the mind is focused elsewhere, such as on understanding a text or using language for communicative purposes. Decarrico (2001: 289) claims that vocabulary learning is more likely to be mainly implicit (incidental).

c. Principle of Teaching Vocabulary

It is necessary to introduce and teach vocabulary in the way of fun and enjoyable activity to help learners learn easily. In teaching vocabulary, a teacher also needs to employ effective techniques and methods which serve to illustrate and clarify meaning. Slattery and Willis (2001: 47) stated that the teacher can use and create class displays of pictures, and other memory aids such as realia, gestures, movements, and actions to support new vocabulary in meaning. Besides, the teacher should repeat the new words as often as possible and use the words in context to help learners become familiar with new vocabulary.

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Nunan (2003) stated four principles of teaching vocabulary. These principles are able to be applied in a variety of ways and in a variety of types of courses. The principles for teaching vocabulary according to Nunan are briefly explained as follows.

1) Focus On the Most Useful Vocabulary First

This principle looks at what words to teach and learn. The most useful vocabulary that every English language learner needs whether they use the language for listening, speaking, reading, or writing, or whether they use the language in formal and informal situations, is the most frequent 1000 word families of English.

2) Focus On the Vocabulary In the Most Appropriate Way

This principle looks at how the vocabularies should be taught and learned. Here, it will be looked at the four most important vocabulary learning strategies of using word parts, guessing from context, using word cards, and using dictionaries. 3) Give Attention to the High Frequency Words Across the Four Strands of A

Course

High frequency vocabulary needs to occur in all four strands of a course. It should get deliberate attention through teaching and study and should be met and used in communicating messages in listening, speaking, reading and writing. High frequency vocabulary should also be fluently accessible for receptive and productive use.

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4) Encourage Learners to Reflect On and Take Responsibility for Learning These ways include a mixture of informing, training, and encouraging reflection; or in other words, knowledge, skill, and awareness. Vocabulary learning is a large and continuing task. Although teachers can provide useful input and support to help learners deal with this, it is ultimately the learners who have to learn and carry on learning.

Vocabulary cannot be separated from its meaning. It is not surprising when the teacher purposes to teach new words, the students will think first about the meaning of the new words. On the other side, when the teacher tries to introduce or use new words, the meaning of the new words should be understood by the students so the messages can be successful delivered to them. Therefore, it is important for the teacher to help the students grasp the meaning of the new words. Riddle (2003) considered some tips for the teacher to illustrate the meanings of new words.

(1) use pictures or drawings, (2) use realia or the actual object, (3) use mime, (4) use synonyms of a lower level, (5) use contrast, (6) use spoken gap-fill sentences with a simplified definition, (7) with higher level, provide contextualized sentences – a sentence containing the word and making the meaning clear, (8) combine matching exercises with some of the above approaches, for example match words with pictures, with synonyms, or with simplified definitions. Riddle (2003: 62)

4. Young Learners

a. The Characteristics of Young Learners in Language Learning

According to Brewster et al. (2002: 27) young children are not yet in control of their lives and still have a great deal to learn in their own language, as

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well as learn another one. Therefore, young children are different from adults who have had awareness about learning another language.

Young children are different from older learners because children (1) have a lot of physical energy and often need to be physically active, (2) have a wide range of emotional needs, (3) are emotionally excitable, (4) are developing literacy in their first language, (5) learn more slowly and forget things quickly, (6) tend to be self-oriented and preoccupied with their own world, (8) get bored easily, (9) are excellent mimics, (10) can concentrate for surprisingly long time if they are interested, and (11) can get easily distracted but also very enthusiastic. (Brewster, Ellis & Girard, 2002: 27).

Brewster at al. (2002: 28, 29) also stated that children learning are distinguished with physical and emotional differences, as well conceptual, educational, and linguistic differences. Therefore, most children are eager to learn something because they like it, not because they need it or it is important for them. Furthermore, according to Bruner (1983) as cited in Brewster at al. (2002) stated that child’s learning is a process, not merely a product. The process of children’s learning can be accelerated or enhanced by breaking it into stages and providing the system which connect these together. Brewster at al. (2002) pointed out that in learning, especially language learning, children will be easy to learn with the used of media such as a picture. This can be substituted for the real things or realia. Bruner (1983) mentioned that children’s learning through three modes of representation; knowing something through doing it, through working with picture or image of it, and through using some symbolic means, such as language. The important point is that young learners need opportunities to choose and decide on actions; to investigate, explore and be curious; be encouraged to question, to work things out; activities which help them to focus and pay attention in order to

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develop memory and concentration skills; activities which reinforce concepts they may be developing and develop oral skills.

b. Principle of Teaching Language To Young Learners

Teaching cannot be defined apart from learning. Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning (Brown, 1987: 7). Teaching English for young learner can be achieved if teachers create the most effective conditions for learning. In teaching English, Slattery and Willis (2001: 4) pointed out that the teacher should create an enjoyable and fun learning for learners. The activities can be playing games, singing songs, saying rhymes and chant together. The teacher can use a lot of gestures, actions, pictures to demonstrate meaning and help learners grasp the meaning easily. Besides, the teacher should provide balance activities which require the learners to do varied activities, some quiet, some noisy, some sitting, and some standing and moving.

Halliwell (1992: 10) pointed out that a teacher should have clear priorities and their practical implications in teaching to avoid the situation which undermines what is being taught. According to Halliwell (1992: 10-15) there are six theories which allow teachers to identify and clarify priorities of teaching language to young learners.

1) Giving High Priority to Attitude Goals

Good syllabuses are not just concerned with content. They are also concerned with attitude and response. Sometimes the goals are assumed.

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Sometimes they are written such as pleasure and confidence in exploring language; willingness to ‘have a go’; the children should want to and dare to communicate. In other words, in addition to having goals which are concerned with the actual language elements the children learn, the teacher also have goals which relate to the kind of learning experiences the teacher set up and the relationships and atmosphere of the language classroom.

2) The Special Nature of Language

Learning language is a very abstract process. In learning to use a language at all well for teachers rather than for textbook purposes, most of teachers have to become involved in it as experience. It can be done by using it for real communication, for genuinely giving and receiving real messages.

3) The Significance of the Way Teachers Check Understanding

Almost teachers want to make sure that the children are secure and confident. What ultimately happens is the reverse. Teachers still need to check children’s understanding somehow, but they do not have to draw children’s attention to the fact that they are doing so. Teachers can check by watching what children do, watching their faces. Teachers do this all the time anyway. If teachers can see children do not understand, and then they can rephrase the words of show them again what it is meant before the temporary lack of understanding becomes critical.

4) The Significance of the Way Teachers Treat Mistakes

Most children arrive at school with their confidence still intact. They do not expect to be able to do everything immediately, but they assume they can do

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anything eventually. In other words, for children mistakes and failures are frustrating rather than humiliating. One of the things children soon begin to pick up at school is the idea that mistakes are in some way ‘bad’. They begin to be embarrassed and upset when they have difficulty. There is a very practical implication for language teachers here. It means that the way the teachers correct mistakes is going to be very important. However, teachers can inadvertently contribute to the undermining and inhibiting process. Therefore, overcareful, overdetailed correction happens with the best of intentions. Teachers want children to get things right. However, if teachers have to get everything perfect, they will never try anything. This is not to deny the value of correction. It is, however, arguing that constant correction is undermining.

5) Making Language Exercises Into Real Exchanges

There are plenty of classroom activities which provide an extremely useful combination of real communication and quite deliberate rehearsal of a clearly identified set of fairly restricted material. They can involve any of the four skills of language, but their biggest contribution at primary level is probably in the field of spoken interaction between children. Since the range of language items can be limited without destroying the element of real communication, the teacher can leave the children talking to each other without fear.

6) Teaching Language Lessons In the Target Language

Most of teachers are worry that the children will not understand and will behave badly. There are two things worth saying here. First of all, teachers do not have to find the foreign language equivalent. Secondly, children respond very well

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

to context and facial expression. The thing to remember again is that teachers have systems other than words for carrying meaning. This does not mean that the teacher has to become a non-stop and elaborate mime artist. It simply means that teachers deliberately increase the ways in which they normally back up what they say by showing what they mean.

B. Theoretical Framework

In conducting the research, the theories that will be employed are the instructional design model both of Kemp’s and Yalden model of instructional design, the theory of Natural Approach, the theory of vocabulary and the theory of young learner.

In the process of designing the materials, the study adopted the combination of Kemp’s and Yalden’s Instructional Design Model. The writer used these two models because the combination reveals a clear and complete step in designing the materials. Kemp’s model emphasized on three major problems those are objectives, activities and resources, and evaluation. Besides, Kemp’s model provided the flexibility to where the teacher would begin. Kemp offered to revise in each step to obtain better performance in the next chance. Meanwhile, Yalden’s model also gave contribution in arranging the framework of the study by completing Kemp’s instructional model and combining some step in Kemp’s to produce a well-arranged step to make the instructional material of the study.

Kemp formulated eight steps of in instructional material design model. However, the writer excluded some steps in Kemp’s model and replaced them

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with instructional material model by Yalden. Some steps from Kemp which were excluded were finding out learner characteristics, developing pre-assessment, organizing support device and evaluating students’ achievement. The first step of Kemp’s replaced with need survey which was adopted from Yalden’s model. The first step of Kemp’s was reordered by placed it after need survey. Further, the step five of Kemp’s was omitted because the data of learners’ background had been covered through need survey. The writer also omitted step seven of Kemp’s model because it was not necessarily needed in the study. Besides, the writer excluded the last step of Kemp – evaluating students’ achievement, and replaced it with the step eight of Yalden’s – evaluation. Although, both of the steps offered evaluation, the writer considered that Yalden’s was more fit with the study. It was because what the evaluation meant by Yalden was also the evaluation of over-all design of the course in which it could not be find in Kemp’s. Afterward, the information of learners’ needs and learners’ characteristics became the basic part to arrange the material.

Hence, the writer formulated own steps based on the combination of Kemp’s and Yalden’s instructional design model. These steps would facilitate the writer to arrange the instructional material design of the study. It consisted of six steps. Those steps were (1) conducting need survey, (2) specifying goals, topics, and general purposes, (3) formulating learning objectives, (4) selecting and organizing content, (5) selecting learning activities and resources, and (6) materials evaluation.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Step 1. Conducting Needs Survey

The data of need analysis were gathered by conducting need survey. In this stage, the writer would carry out the class observation, questionnaire, and interview. The questionnaire was distributed to the learners of fourth grade learners of SD Negeri II Sumberejo. Furthermore, the writer also conducted an interview with the English teacher of the class being researched to obtain the supporting data. The results of the gathered data would be considered as the materials development.

Step 2. Specifying Goals, Topic, and General Purposes

In designing materials, the goals, topics, and general purposes were based on the needs survey and the 2006 Edition of School-Based Curriculum for Elementary School. The goals were derived from them. The topics were sequenced according to a logical order from a simple level to a complex one. The general purposes would specify into specific objectives in every topic.

Step 3. Formulating Learning Objectives

The objectives were the indicator that learners had to achieve through teaching-learning activities. The objectives would be performed in each topic of the materials. It should be specific and measurable. Therefore, the writer should create such teaching-learning activities which supported the learners to achieve the objectives stated in learning vocabulary in each topic.

Step 4. Selecting and Organizing Subject Content

The subject content is always closely related to the objectives. Hence, in this stage, the subject contents would be listed in order to simplify the learning

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ABSTRACT

Daniwijaya, Yoana Francisca Nicken. 2011. Instructional Materials of English Vocabulary Based on the Natural Approach for Fourth Grade Students of SD

Negeri II Sumberejo, Klaten. Yogyakarta: English Language Education Study

Program, Sanata Dharma University.

English has been taught in Elementary School as local content subject started from the fourth grade. In this level, the learners are introduced to some simple words and phrases which are familiar with them and which are also often met in their daily life. Therefore, vocabulary has important role in learning English in this level. However, in the process of teaching-learning itself, a teacher cannot ignore the characteristics of the students in learning new language. The teacher should have teaching method to accommodate the students to learn the new language successfully. To respond to the problem, a study was conducted. The study proposed to design a set of instructional materials of English vocabulary based on the Natural Approach for the fourth grade students of SD Negeri II Sumberejo Klaten.

This study discussed two problems. Those problems were formulated in two research questions: (1) How is instructional material of English vocabulary based on the Natural Approach for the fourth grade students of SD Negeri II

Sumberejo designed? (2) What does the design of the instructional material look

like?

To answer the first question, the writer applied five steps of instructional design model, which were adapted from the combination of some steps of the two instructional design models; Kemp’s and Yalden’s. The steps were (1) conducting needs survey, (2) specifying goals, topics, and general purposes, (3) formulating learning objectives (4) selecting and organizing subject content, and (5) selecting teaching-learning activities and resources. All these steps are in accordance with Educational Research and Development method (R & D). The writer considered the first five steps of the ten steps of Educational R & D method in conducting this study. Those steps were (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field-Testing, and (5) Main Product Revision. Further, the writer designed the materials based on the theory of Natural Approach which considered five hypotheses in the process of language learning and provided acquisition activities in the early stages of language learning.

To answer the second question, the study presented the final version of the instructional design material based on the Natural Approach for the fourth grade student of SD Negeri II Sumberejo, Klaten. The materials consisted of eight units. Each unit consisted of three sections, namely pre-activity section, whilst activity section and post-activity section. Then, those three sections were divided into four main parts. Those sections are Let’s Get Ready!, Let’s Work It Out!, Let’s Do It!,

and Let’s Sum It Up!.

The materials evaluation results showed that the percentage average of the designed materials were 84.21% ranged from 73.33% up to 93.33% on the maximum percentage of 100%. It showed that the materials were appropriate for the fourth grade students of SD Negeri II Sumberejo. 

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ABSTRAK

Daniwijaya, Yoana Francisca Nicken. 2011. Instructional Materials of English Vocabulary Based on the Natural Approach for Fourth Grade Students of SD

Negeri II Sumberejo, Klaten. Yogyakarta: Program Studi Pendidikan Bahasa

Inggris, Universitas Sanata Dharma.

Bahasa Inggris sudah diajarkan di Sekolah Dasar (SD) sebagai pelajaran muatan lokal yang dimulai di kelas empat. Pada level ini, siswa dikenalkan pada beberapa kosakata dan ungkapan sederhana yang umum dijumpai dalam kehidupan mereka sehari-hari. Oleh karena itu, kosakata memegang peranan penting dalam proses belajar bahasa Inggris dalam level ini. Akan tetapi, dalam praktek belajar-mengajar itu sendiri, seorang guru tidak bisa mengabaikan karakter para siswanya dalam mempelajari sebuah bahasa baru. Seorang guru sebaiknya mempunyai teori dan metoda pengajaran untuk mengakomodasi siswa belajar bahasa tersebut dengan baik. Untuk menanggapi masalah tersebut, sebuah penelitian dilaksanakan. Penelitian ini bertujan untuk merancang materi pembelajaran kosakata bahasa Inggris yang berdasarkan pada teori Natural

Approach untuk siswa kelas empat SD Negeri II Sumberejo Klaten.

Studi ini membahas dua masalah. Masalah-masalah tersebut dirumuskan dalam dua pertanyaan penelitian yaitu, (1) bagaimana materi pembelajaran kosakata bahasa Inggris untuk siswa kelas empat SD Negeri II Sumberejo Klaten yang berdasarkan pada teori Natural Approach dirancang? dan (2) seperti apakah penyajian materi pembelajaran kosakata bahasa Inggris untuk siswa kelas empat SD Negeri II Sumberejo Klaten yang berdasarkan pada teori Natural Approach

tersebut?

Untuk menjawab pertanyaan pertama, penulis menerapkan enam langkah yang diadaptasi dari model instruksional Kemp dan Yalden. Langkah-langkah tersebut adalah (1) mengadakan survei kebutuhan, (2) menentukan tujuan, topik dan tujuan umum pembelajaran (3) merumuskan indikator (4) menentukan dan menyusun isi pembelajaran, (5) menentukan kegiatan pembelajaran dan sumber belajar, dan (6) mengadakan evaluasi materi. Langkah-langkah tersebut sesuai dengan langkah-langkah yang terdapat dalam Research and Development Method

(R&D). Namun dalam studi ini, penulis hanya menerapkan lima langkah pertama

dari sepuluh langkah yang terdapat dalam R&D. Langkah-langkah tersebut adalah (1) pengumpulan informasi penelitian, (2) perencanaan, (3) pengembangan produk tahap awal, (4) pengujian produk, (5) perbaikan produk. Selanjutnya, penulis mendesain materi yang berdasar pada teori Natural Approach yang mempertimbangkan lima hipotesis dalam proses belajar bahasa dan memperlengkapinya dengan kegiatan akuisisi pada tahap awal belajar bahasa.

Untuk menjawab pertanyaan kedua, penulis menyajikan hasil akhir dari materi pembelajaran kosakata bahasa Inggris yang berdasarkan pada teori Natural

Approach untuk kelas empat SD Negeri II Sumberejo Klaten. Materi tersebut

terdiri dari delapan unit. Masing-masing unit terdiri dari tiga sesi, yaitu kegiatan awal, kegiatan inti, dan kegiatan akhir. Ketiga sesi tersebut dibagi menjadi empat bagian inti, yaitu Let’s Get Ready!, Let’s Work It Out!, Let’s Do It!, dan Let’s

Sum It Up!.

Dari hasil evaluasi rancangan materi menunjukkan bahwa persentase rata-rata adalah 84.21% yang berkisar antara 73.33% sampai 93.33% pada persentase maksimum 100%. Hal tersebut menunjukkan bahwa rancangan materi

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pembelajaran tersebut cukup bagus dan bisa diterima serta digunakan untuk pembelajaran kosakata bahasa Inggris untuk kelas empat SD Negeri II Sumberejo Klaten.