SUPPLEMENTARY MATERIALS TO TEACH VOCABULARY BASED ON TASK BASED LEARNING FOR SEVENTH GRADERS A THESIS

  SUPPLEMENTARY MATERIALS TO TEACH VOCABULARY BASED ON TASK BASED LEARNING FOR SEVENTH GRADERS A THESIS

  Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Brigitta Estianasari Windyaningrum Student Number : 061214044 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA

  People are often unreasonable, illogical, and self-centered; Forgive them anyway.

  

If you are kind, people may accuse you of selfish ulterior

motives; Be kind anyway.

If you are successful, you will win some false friends and some

true enemies; Succeed anyway.

  If you are honest and frank, people may cheat you; Be honest and frank anyway. What you spend years building, someone could destroy overnight. Build anyway.

  If you find serenity and happiness, they may be jealous; Be happy anyway.

The good you do today, people will often forget tomorrow; Do

good anyway.

  Give the world the best you have, and it may never be enough; Give the best you've got anyway. You see, in the final analysis, it is between you and God; it was never between you and them anyway.

  ~ mother Teresa’s Prayer ~

  I dedicate this thesis to those whom I love much, Jesus Christ & Virgin Mary, who always care about me

  My parents, who love me My sisters, who support and love me

  

ABSTRACT

  Windyaningrum, Brigitta E. 2011. Supplementary Materials to Teach

  

Vocabulary Based on Task Based Learning for Seventh Graders. Yogyakarta:

English Language Education Study Program, Sanata Dharma University.

  Vocabulary is an important element in language learning. Yet, it is probably difficult to learn and teach since it depends on many factors such as unfamiliar words, classroom atmosphere, students’ capability, unavailability of the materials and the complicated language. The most common problem encountered by the students in learning English is when they find the unfamiliar words or vocabulary. Teaching vocabulary is still important although it is not mentioned in the recent curriculum because vocabulary is taught through the skills’ learning. Having sufficient vocabulary mastery will assist the students to be able to develop their skills such as to comprehend the reading texts or to write an essay.

  This study was aimed at helping Junior High School teachers provide interesting supplementary materials by designing supplementary vocabulary materials based on integrated skills-task based for seventh graders. The supplementary materials were presented in various activities and tasks to avoid the students’ boredom. There were two problems to be discussed in this study: 1) how is a set of supplementary materials to teach vocabulary based on task based instruction for seventh graders designed? and 2) what do the designed supplementary vocabulary materials based on task based instruction for seventh graders look like? This study employed Educational Research and Development (R & D). Due to the time and resource limitation only four steps of R & D model were employed, namely research and information collecting, planning and developing product, preliminary testing and product revision. This study also adapte d Kemp’s instructional design model and considered relevant theories related to vocabulary, task- based learning, young learners’ characteristics and School-Based Curriculum to design the materials based on task-based learning for seventh graders.

  To acquire the information for developing the supplementary materials, the writer distributed questionnaire to the students of SMP BOPKRI 2 Yogyakarta and interview the English teacher. Having designed the supplementary materials, the writer distributed questionnaire to the English teacher and lecturers to obtain feedback, comment and evaluation on the designed supplementary materials.

  To answer the second question, the writer presented the revised version of the designed supplementary materials. The supplementary materials covered eight units. Each unit consisted of four sections namely “Come in”, “Work it out”, “Make it better”, “Do it over”. Finally, the writer hopes that the designed supplementary materials will be useful for seventh graders and the teachers in teaching learning vocabulary and it will inspire the English teachers or other researchers to provide attractive and interesting vocabulary materials using

  

ABSTRAK

  Windyaningrum, Brigitta E. 2011. Supplementary Materials to Teach

  

Vocabulary Based on Task Based Learning for Seventh Graders. Yogyakarta:

Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

  Kosakata adalah elemen penting dalam pembelajaran bahasa namun kadang kosakata juga sulit untuk dipelajari dan diajarkan tergantung pada beberapa faktor diantaranya kosakata baru, suasana kelas, kemampuan siswa, materi dan bahasa. Masalah yang kerap kali ditemui siswa dalam pembelajaran bahasa Inggris adalah saat mereka menemui kata-kata baru. Belajar kosakata tetap penting meskipun pembelajaran kosakata tidak disebutkan dalam kurikulum yang baru karena kosakata tidak lagi diajarkan terpisah namun pembelajarannya dijadikan satu dengan pembelajaran ketrampilan. Dengan mampu menguasai kosakata yang cukup banyak para siswa diharapkan dapat terbantu dalam mengembangkan ketrampilan yang dipelajari seperti dalam memahami bacaan maupun dalam membuat esai.

  Studi ini bertujuan untuk membantu guru SMP dalam penyediaan materi kosakata tambahan yang menarik dengan membuat materi berdasarkan prinsip

  

task-based learning untuk siswa SMP kelas VII. Materi ini diberikan dalam

  berbagai kegiatan dan tugas agar siswa tidak bosan. Ada 2 rumusan masalah yang dipaparkan dalam studi ini: 1) bagaimana materi tambahan untuk pengajaran kosakata dengan menggunakan task based untuk siswa SMP kelas VII dirancang? dan 2) bagaimanakah penyajian materi tambahan untuk pengajaran kosakata yang telah disusun tersebut?

  Studi ini menggunakan metode penelitian dan pengembangan (R & D), namun karena keterbatasan waktu dan sumber hanya empat langkah dari model R & D yang digunakan yakni penelitian dan pengumpulan informasi, perencanaan dan pembuatan materi, evaluasi dan revisi. Dalam mendesain materi tambahan, penulis juga mengadaptasi model desain materi Kemp dan mempertimbangkan beberapa teori yang terkait dengan pengajaran kosakata, task-based learning, karakteristik siswa, dan Kurikulum Tingkat Satuan Pendidikan.

  Untuk mendapatkan informasi yang dibutuhkan dalam pembuatan materi tambahan ini, penulis menyebarkan kuesioner pada para siswa SMP kelas VII dan melakukan interview kepada guru bahasa Inggris SMP kelas VII. Setelah membuat materi, penulis menyebarkan kuesioner kepada guru bahasa Inggris SMP kelas VII dan dosen untuk mendapatkan masukan, komentar dan evaluasi tentang materi yang telah disusun.

  Untuk menjawab permasalahan kedua, penulis menyertakan materi yang telah disusun dan direvisi. Materi tambahan yang disusun mencakup 8 unit. Setiap unit terdiri dari 4 bagian yakni “Come in”, “Work it out”, “Make it better”, “Do it over

  ”. Akhirnya, penulis berharap materi ini berguna dan bermanfaat bagi siswa dan guru bahasa Inggris SMP kelas VII dalam pembelajaran kosakata dan dapat menginspirasi guru dan peneliti lain untuk membuat materi yang lebih menarik dengan berbagai teknik dan media.

  

ACKNOWLEDGEMENTS

  Praise be to God, my Lord Jesus Christ who never leaves me alone everytime and everywhere. I am so grateful for the gift of beautiful life, valuable experiences, miraculous blessings, amazing miracles, worth time, everlasting love, friendship, brotherhood and everything He grants for me. I thank Him for giving me the chance to do all things in my best and for bringing me to all wonderful moments I ever had. I also thank Virgin Mary, who always teaches me kindness, willingness, honesty, love and strength.

  From my deepest heart, I thank the great people in my life whom I can learn and get many things from, my father, Bapak Matheus Poniman and my lovely mother, Ibu Fransisca Christina Sri Suharni for the care, love, prayer, understanding, patience, and for everything that I can not mentioned one by one. I warmly thank them for the endless love they gave to me. I know I will not be here now without them. I also thank my twin sisters, Rina and Rini for their love, support, and prayer. I am very pleased that they are willing to listen to me and tell me valuable things that make me get all my best. I thank them endlessly for the warm home and for every single beautiful moment I ever had.

  I deeply thank my advisor, Christina Kristiyani, S.Pd., M.Pd. for the clear step by step guidance, valuable feedback, advice, and support. I am very grateful to Caecilia Tutyandari, S.Pd, M.Pd., the chairperson of English Language Education Study Program for giving me permission to conduct the study. I would also express my appreciation to all lecturers and staffs of PBI and

  My gratitude also goes to Mr. Yulius, the headmaster of SMP BOPKRI

  2 Yogyakarta, who has permitted me to do a research. Special gratitude is directed to Ariaty Puji L., S.Pd. who has helped me during my research. I thank her for the time, guidance, suggestions and chance to conduct this study. Students of

  

SMP BOPKRI 2 Yogyakarta also deserve my appreciation for being the

participants of my study.

  I warmly thank all of my relatives and friends for the encouragements and inspiration. Gratitude goes to those who have colored my life and have supported me, my wonderful friends, PBI 2006 The Glitters (Nita, Beti, Stella,

  

Nisa, Berlin, Jati, Ragil, Kurnia, Jojo, Ardi, Christin, Emiko, Henny, Homo),

The Fireflies (Nonok, Aldi, Adven, Riris, Satrio), KKN (Aya, Arum, Vincent,

Doni, Bayu, Galih), Mudika St. Vinsensius a Paulo and Mudika St.

Bonaventura for the support, help, strength, laugh, smile, friendship, togetherness

and understanding. I am so lucky to have them in my life.

  I am deeply indebted to all people and parties, who are too many to mention. I deeply thank to anyone who have contributed their help and support from the beginning to the end of my study physically, spiritually and/or financially.

  TABLE OF CONTENTS Page

  TITLE PAGE ……………………………………………………………… APPROVAL PAGES ……………………………………………………… STATEMENT OF WORK’S ORIGINALITY …………………………….

  DEDICATION PAGE …..………………………………………………….

  LEMBAR PERNYATAAN PERSETUJUAN ………………………………..

  ABSTRACT ………………………………………………………………..

  ABSTRAK …………………………………………………………………..

  ACKNOWLEDGEMENTS ……………………………………………...... TABLE OF CONTENTS ………………………………………………….. LIST OF TABLES ………………………………………………………… LIST OF FIGURES ………………………………………………………...

  LIST OF APPENDICES …………………………………………………... i ii iv v vi vii viii ix xi xiv xv xvi

  CHAPTER I: INTRODUCTION

  ……………………………………….... 1 A. Research Background ……………………………………………..... 1 B. Problem Formulation ……………………………………………….. 4 C. Problem Limitation …………………………………………………. 4 D. Research Objectives ……………………………………………….... 5 E. Research Benefits …………………………………………………… 5

  F.

  Definition of the Terms ……………………………………………... 6

  1. School- based Curriculum ………………………………………. 6

  2. Task Based Learning ..………………………………………….. 6 3.

  Vocabulary ……………………………………………………… 7 4. Seventh Graders ………………………………………………… 7 5. Supplementary ………………………………………………….. 7

  CHAPTER II: REVIEW OF RELATED LITERATURE

  ……………... 8 A. Theoretical Description ……………………………………………… 8 1.

  Instructional Design …………………………………………….. 8 2. Teaching Vocabulary …………………………………………… 10 a.

  The Nature of Teaching Vocabulary ……………………….. 10 b. Principles on Teaching Vocabulary ………………………... 11 3. Task Based Learning …………………………………………... 13 a.

  The Definition of Task Based ……………………………….. 13 b. Framework of Task Based Learning ……………..………….. 14

  c. Th e Types of Tasks ………….………………………………. 16

  4. Students’ Characteristics ………………………………………... 18 a.

  Physical Development ………………………………………. 19 b. Social Development …………………………………………. 19 c. Cognitive Development ……………………………………... 19 d. Emotional Development …………………………………….. 20

  5. School- based Curriculum ……………………………………….. 20 B.

  Theoretical Framework ……………………………………………… 22

  CHAPTER III: METHODOLOGY

  ………………………………………. 25 A. Research Method ……………………………………………………. 25 B. Research Respondents ………………………………………………... 27 C. Research Instruments ………………………………………………... 28 D. Data Gathering Technique …………………………………………... 30 E. Data Analysis Technique ……………………………………………. 31 F. Research Procedures ………………………………………………… 33

  CHAPTER IV: RESULTS AND DISCUSSION

  ……………………..…... 35

  A. Steps on Designing English Vocabulary Materials ……….…….……

  35

  1. Research and Information Collecting

  …………………………

  …… 35 2. Planning and Developing Product ……………………………….. 42

  3. Preliminary Testing …………………………………………… ……. 50 4.

  Product Revision ………………………………………………… 55

  B. The Presentation of English Vocabulary Materials Based on Task Based for Seventh Graders ……………………..…… 57

  CHAPTER V: CONCLUSION AND SUGGESTIONS

  ………………… 61 A. Conclusion …………………………………………………………… 61 B. Suggestions ………………………………………………………….. 63

  REFERENCES ……………………………………………………………

  65 APPENDICES ………………………………………………………………... 67

  LIST OF TABLES Table Page

  2.1 Basic Competence and Competency Standard ............................................ 22

  3.1 The Form of the Result of Participants’ Questionnaire ............................... 33

  4.1 Data of Respondents .................................................................................... 38

  4.2 The Result of the Questionnaire ................................................................... 40

  4.3 Topics and General Purposes ....................................................................... 43

  4.4 Learning Topics ........................................................................................... 44

  4.5 Learning Indicators of the Materials ............................................................ 45

  4.6 The Organization of Subject Contents ......................................................... 47

  4.7 The Description of the Respondents……………………………………….51 4.8 The Result of the First Part of the Post-Designed Questionnaire ..................

  52 4.9 The Description of the Final Version of the Materials ..................................

  58

  LIST OF FIGURES Figure Page

  2.1 Kemp’s Instructional Design Model …………………………………...... 9

  2.2 Task Based Learning Framework ……………………………………..... 16

  3.1 The Writer’s Research Procedures ……………………………………... 34

  LIST OF APPENDICES Page

  Appendix 1: Letters of Permission .............................................................. 68 Appendix 2: Instruments for Need Analysis

  70

  …………………………...…… a.

  List of Questions for Interviewing the Teachers …………………… 71 b. Questionnaire for Need Analysis …………………………….…….. 72

  Appendix 3: Questionnaire for Materials’ Evaluation ................................ 74 Appendix 4: The Final Version of the Materials ........................................ 77

CHAPTER I INTRODUCTION This chapter presents detailed information about the research

  background that leads to the study, the problem formulation in a form of questions and the limitation of the problem. Besides, this chapter also presents the research objectives, the research benefits, and definition of the terms which includes some terms related to the study.

A. Research Background

  Nowadays, it is important for the students of second language to learn not only the language skills but also language element. One element that takes major part of a language is vocabulary. According to Kreidler (1963:21), vocabulary is a stock of words in a language that can support the learners to learn the language skills. Through vocabulary, the students can learn both language skills and language elements. It is why vocabulary is considered as the first and foremost important thing in learning second language. Yet, vocabulary is probably one of the main problems encountered by the students. Students may encounter new and unfamiliar words when they use the second language in communication. This fact will influence the students in understanding and expressing the meaning of the language. In order to achieve the objectives of the teaching learning process, the students are required to master the language elements first including vocabulary. their skills such as to comprehend reading texts, to understand listening passage or to write an essay. Considering the importance of vocabulary role in students’ learning, the mastery of this element should be developed.

  Since 2006 Indonesia has applied the curriculum namely School-Based Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP). As the consequences, all levels of education are expected to use School-Based Curriculum in carrying out their teaching learning process. Based on the curriculum, English becomes one of the subject matters that should be taught in Junior High School. As stated in the curriculum, the main objective of learning English for Junior High School students is that the students can come to the functional level. The English taught in Junior High School includes four skills, listening, speaking, reading and writing as stated in the School-Based Curriculum, while vocabulary and grammar are taught through the ski lls’ learning.

  SMP BOPKRI 2 is one of the junior high schools which teaches English in its teaching learning process. This school has applied School-Based Curriculum or

  

Kurikulum Tingkat Satuan Pendidikan (KTSP) in its teaching learning process

  since 2006. Based on the writer’s observation, most of the seventh graders seem that they do not involve in the teaching learning process. It happens because of some reasons. One of the reasons is because of their lack of vocabulary. The students have different vocabulary mastery since the students have different background of learning English. From the result of interviewing the English teacher of SMP BOPKRI 2 Yogyakarta, it was found out that the students have already had background of learning English since they were in elementary school.

  Most of them have learned English for one to three years and there were only few of them who have learned English since they were in the first grade of elementary school. There are also few of them who just learned English in Junior High School. To make the students participate actively in the class activities, the writer thought that they first should master the language elements including vocabulary.

  It is why the writer decided to design vocabulary materials to the seventh graders of SMP BOPKRI 2.

  For the teacher, teaching vocabulary is difficult since the teacher becomes one of the important factors that makes the successful teaching learning process.

  The teacher should consider many things, for example what kind of teaching technique she or he will use. Teacher must determine the most efficient and effective methods (Kemp, 1977: 55). Kemp further stated that teacher needs to know the strengths and weaknesses of the alternative methods and then make selections in terms of the students characteristics and needs that will best serve the objectives. In other words, to create enjoyable teaching learning process, the teacher should select an interesting teaching technique without forgetting the students’ needs and level.

  To make the successful teaching learning process, the teacher should decide what the most appropriate teaching technique she or he will use in learning vocabulary by regarding the development of students’ skills. There are many teaching techniques that can be used to teach vocabulary. Task based learning is one of them. Task based can be chosen as the appropriate teaching technique since it gives advantages for teaching learning process. According to Rooney (2000:1) in his article Redesigning Non Task-Based Materials to Fit a Task-Based

  

Framework , task based allows for the need analysis. It means that the course

  content can be matched to the students’ need. He also stated that student-centered is the main principle in teaching learning process by using task-based. Task based also enables the students to learn vocabulary in natural context based on the language used.

  This study aims at helping the English teacher of Junior High School to provide interesting materials in learning vocabulary. It also helps the students to learn vocabulary in communicative ways.

  B. Problem Formulation

  Considering the background presented above, the writer formulates the problems of the study as follows.

  1. How is a set of supplementary materials to teach vocabulary based on task based learning for seventh graders designed?

  2. What do the supplementary materials to teach vocabulary based on task based learning for seventh graders look like?

  C. Problem Limitation

  This study limits the discussion on English language teaching by working on instructional design area. This study is to design and develop supplementary materials to teach vocabulary based on task based. Task-based learning helps the students learn language in communicative way. It also challenges the students to interact naturally in the target language and to participate in active and communicative task in English.

  D. Research Objectives

  This study is to bring about some objectives that are presented as the following.

  1. To find out how a set of supplementary vocabulary materials based on task based learning for seventh graders is designed.

  2. To present the supplementary materials to teach vocabulary based on task based learning for seventh graders.

  E. Research Benefits

  This study is expected to be able to give several contributions. The contributions are formulated as follows.

  1. For the material designers The results of the study can give a reference to the material designers to guide them in selecting and designing a set of supplementary materials to teach vocabulary for the seventh graders.

  2. For the teachers This study is expected to help the English teachers provide interesting

  English materials. It will also enable the teachers to use the designed materials as their supplementary vocabulary materials in the classroom.

  3. For the seventh graders This study is to present a set of supplementary vocabulary materials which can help the learners in vocabulary practice. It is supposed to give opportunities for the learners to learn actively and communicatively by using the designed supplementary materials presented.

F. Definition of the Terms There are some important terms related to the study. Those are as follows.

  1. School-based Curriculum According to Pusat Kurikulum Badan Penelitian dan Pengembangan

  

Pendidikan Departemen Pendidikan Nasional, School-based Curriculum is a new

  curriculum developed and carried out by each level of education under the coordination and supervision of Department of Education. The curriculum requires the teacher to make their own teaching materials based on the competence standards and basic competencies. In this study, the writer uses curriculum which is used in SMP BOPKRI 2 YOGYAKARTA namely School Based Curriculum. The curriculum is used as the reference in designing the materials. The materials in this study are designed by considering the Competency Standards and Basic Competences.

  2. Task Based Learning In task-based learning, the students participate in active and communicative tasks in English. Task-based learning refers to an approach derived from communicative language teaching approach, which utilizes the use of language tasks as the central key in learning (Richards and Rodgers, 2001:223). Freeman and Larsen (2000:44), in the book entitled Techniques and Principles in

  

Language Teaching , add that a task-based instruction has aims in providing the

  students a natural context for language use. In this study, task based deals with the technique used in classroom by motivating the students to learn language by themselves.

  3. Vocabulary Hornby (1974: 959) defines vocabulary as the words that make up a language which can stand alone or together and they may have different meaning.

  In this study, the vocabulary refers to the vocabulary in the English curriculum to the seventh grade students of Junior High Students.

  4. Seventh Graders Seventh graders are students who are in the first grade of Junior High

  School. They are usually 12-13 years old. They are categorized as adolescence who develop emotionally, socially, cognitively and personally. In this study, seventh graders are students who are in the seventh year of formal education held in Indonesia. The students are the students of SMP BOPKRI 2 Yogyakarta.

  5. Supplementary Materials In this study, supplementary materials are the materials which are used to add or complete the existing teaching materials.

CHAPTER II REVIEW OF RELATED LITERATURE This chapter is divided into two main parts, namely theoretical

  description and theoretical framework. In the theoretical description, the writer reviews some theories used as the references of the study. Then, the writer draws a theoretical framework based on the theoretical description which is used as the guideline to answer the problems of this study.

A. Theoretical Description

  In the theoretical description, the writer discusses some theories which will be used as the guidance to the development of the vocabulary materials. They are instructional design, vocabulary, task based, students’ characteristics and School-based Curriculum.

1. Instructional Design

  In this study, the writer would consider Kemp’s instructional design model to design and develop the vocabulary materials since Kemp’s model of instructional design is a flexible one. The flexibility of Kemp’s model means that the designer can start from any steps as long as the whole elements are done.

  Kemp’s design (1977:13-91) consists of eight parts. The first is considering the goals, list topics, and stating the general purposes for teaching each topic. The second is identifying the characteristics of the students for whom the instruction is to be designed. The third is specifying the learning objectives to be achieved. The fourth is listing the subject contents that support each objective.

  The fifth is developing pre- assessments to determine the students’ background and present level of knowledge about the topic. The sixth is selecting teaching learning activities and instructional resources that will treat the subject contents so that the students will accomplish the objectives. The seventh is coordinating support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan. The last is evaluating students’ learning in terms of their accomplishment of objectives, with a view to revise and reevaluate any phases of the plan that need improvement. The model can be described in Figure 2.1.

  

Goal, topic,

general

purposes

Learners’

  Evaluation characteristics Supporting

  Learning

  Revise

  services objectives Subject

  Learning content activities, resources

  Pre- assessment

2. Teaching Vocabulary

  a. The Nature of Teaching Vocabulary Teaching vocabulary is not easy for some teachers. One of the reasons is that vocabulary teaching and learning must fit into the broader framework of a language course. It means there should be a balanced range of learning opportunities. Nation (2003:133-134) suggests four strands to see whether there is a balanced range of opportunities or not in the language course. They are as follows.

  1. Learning from meaning-focused input This strand involves learning from listening and reading. The focus of learning vocabulary in this strand is that learners need to know 98 percent of running words already. It means that , at most, there should be only one unknown word in every fifty running words (Nation, 2003: 133).

  2. Deliberate Learning The deliberate learning strand, which is sometimes called form-focused instruction or language-focused learning, involves paying deliberate attention to language features such as sounds and spelling. Memorizing students’ first language translation is considered as the most obvious deliberate learning technique in learning new vocabulary.

  3. Learning from meaning-focused output In this strand, the students’ main attention is on communicating messages through speaking and writing. It means that speaking and writing, which are vocabulary productively can strengthen learning and can push students to focus on aspects of vocabulary knowledge that they did not need to attend to when listening and reading (Swain, 1985).

  4. Fluency Development The aim of this strand is to help students make the best use of what they already know. It is important to see fluency as being related to each of the four skills of listening, speaking, reading and writing with fluency needed to be developed independently in each of these skills (Nation, 2003: 134).

  b. Principles on Teaching Vocabulary Nation suggests some principles the language teachers can use for teaching vocabulary (2003:135-141). They are as follows.

  1. Focus on the most useful vocabulary first Some words, in English, can be used in a wide variety of circumstances but others have much more limited use. Nation states that teaching useful vocabulary before less useful vocabulary gives learners the best return for their learning effort (2003: 135). The most frequent 1000 word families of English is believed as the most useful vocabulary that every English language students need since it covers around 70 percent of the running words in both printed media such as newspaper, novels and academic books, and audio-visual media such as conversation in the radio. The next most useful list is the second 1000 words of English or it can also be those words which depend on the goals of the students.

  2. Focus on the vocabulary in the most appropriate way This principle gives explanation at how new vocabulary should be taught and learned. There are many learning strategies that can be used to teach vocabulary. Nation suggests four most important vocabulary learning strategies to teach low frequency words, namely using word parts, guessing from the context, using word cards and using dictionaries. The ways of helping students with high frequency words can be simpler that with low frequency words. These ways includes directly teaching the words, getting students to speak and write using the words and getting students to study words and do exercise based on the words (2003: 138-139).

  3. Give attention to the high frequency words across the four strands of a course High frequency vocabulary needs to occur in all strands. It should get deliberate attention through teaching and study and should be met and used in communicating messages in listening, reading, speaking and writing (Nation, 2003:139).

  4. Encourage learners to reflect on and take responsibility for learning Vocabulary learning is a large and continuing task. In the teaching- learning process, the role of teacher should be only as person who provides useful input and support to help students in learning process, while the students are people who have to learn and carry on learning. It is why students need to realize that they must be responsible for their own learning. Students often find it hard and difficult to take on this responsibility. Nation suggests that in order to take responsibility for their own vocabulary learning, students need to choose words that will be useful for them.

3. Task Based Learning

  In this discussion, there are two parts that will be discussed. Those are the definition of task based and the framework of task based.

  a. The Definition of Task Based There have been many advocates or researchers defining and explaining the task based instruction. According to Freeman and Larsen (2000:44), in his book entitled Techniques and Principles in Language Teaching, a task-based instruction has aims in providing the students a natural context for language use.

  Using task-based, it is expected that the students are able not only do or complete the task given but also interact with other students and teacher. Interaction in task- based aims at facilitating the learners’ acquisition of language in which the learners have to express their own understanding.

  Willis (1996:18) stated that in task based learning, students are free to choose and to compose the communication tasks in which the language forms are not controlled. He also states that the students compose what they want to say and express what they think or feel. In task based learning, the role of the teacher is as the facilitator (Willis, 1996:40). As facilitator, the teacher has many duties, for example guiding the students to do or complete the task and controlling and monitoring the teaching learning process.

  In addition, Long and Crookes (1993) mentioned three different types of task-based instruction. The first is procedural, in which the teacher at first gives example to the teachers the ways how to do or complete the tasks. The second type is language learning should be seen as a process through communicative interaction. In this type, the students and teacher decide together the tasks to do. The last type is task-based language teaching which is made by the students. It focuses more on the meaningful interaction between the students.

  b. Framework of Task Based Learning According to Willis (1996), the components of task based are divided into three phases. They are as follows.

  1. Pre Task In this phase, the teacher introduces the topic to the students and helps the students to understand the task instructions. Harmer (2002:87) added that in the pre task the teacher discusses the topic with the class and may highlight useful words and phrases. Before giving pre task language activities, the teacher should help the learners to define the topic area and then help the students to recall and activate words or phrases that will be used both during the task and outside the classroom.

  There are many activities that can be done in this phase. Willis (1996) suggests some of them, such as classifying words and phrases, matching phrases to pictures, memory challenge, brainstorming and mind-maps.

  2. Task Cycle This phase consists of three stages, namely task, planning and report.

  a) Task In this stage, the students do the task. They can perform the task in pairs or in small groups. The students also have chance to choose and use whatever language they already had and whatever they want to say to express themselves. The teacher, in this stage, is as the monitor. She or he monitors and encourages the students when the students are doing the task.

  b) Planning In this phase, the teacher helps the students to plan their report effectively. The students are expected to maximize their learning opportunities in the task cycle. After doing task, the students tell the whole class what they did in the form of both oral presentation and written presentation. During the planning stage, the teacher becomes the language adviser. The teacher should help the students to shape the meanings and express exactly what they want to say. She or he is allowed to correct their language and give advice for them.