A set of vocabulary materials for outdoor learning activity for fifth graders of SD N Jaranan.

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vii

ABSTRACT

Setyarini, Sepsi Diah. 2012. A Set of Vocabulary Materials for Outdoor Learning Activity for Fifth Graders of SD N Jaranan. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Mastering English is important. Considering the importance of English the Indonesian government put English in the curriculum since 1994 as a local content. Teaching English to children is different from teaching adults. Therefore, the teacher should be creative in selecting the materials. Therefore, this study was intended to design a set of vocabulary material for outdoor learning activity for fifth graders of SD N Jaranan. There is a question formulated in the problem formulation. The question is what does a set of vocabulary materials for outdoor learning activity for fifth graders of SD N Jaranan look like?

To solve the problem, the writer adapted six steps of Educational Research and Development (R&D) method. They were Research and information collecting, Planning, Developing Preliminary form of product, Preliminary testing, Main product revision, and Main field testing. Meanwhile, in order to present a set of vocabulary materials for outdoor learning activity for fifth graders of SD N Jaranan the writer combined two models of instructional design, Kemp’s and Yalden’s models. The steps were (1) research and information collecting (2) specifying the goals, topics, and general purpose (3) formulating learning objectives (4) selecting the subject content (5) selecting teaching learning activities and resources, (6) evaluating the designed materials, (7) implementing the designed materials.

In this study, the writer presented the final version of the designed materials. It consists of two units. They are Friday Morning Activities and Let’s Buy Fries. Each unit is divided into six parts. They are stimulation, let’s listen, let’s speak up, let’s read aloud, let’s write, and let’s play game. The outdoor learning activities could be seen in the game sections. In the game sections the students were demanded to conduct the activities outside the classroom.

The results showed that the designed materials were authentic, interesting, and understandable. Therefore, the designed materials are appropriate to be given to the fifth graders of SD N Jaranan. The writer hopes that the designed materials offers benefits for the students.

Key words:Local Content, Vocabulary, Outdoor Learning Activity, SD N Jaranan.

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viii

ABSTRAK

Setyarini, Sepsi Diah. 2012. A Set of Vocabulary Materials for Outdoor Learning Activity for Fifth Graders of SD N Jaranan. Yogyakarta: Program Studi Bahasa Inggris, Universitas Sanata Dharma.

Memahami Bahasa Inggris merupakan hal penting. Menyadari pentingnya pelajaran Bahasa Inggris pemerintah telah memasukkan pelajaran Bahasa Inggris ke dalam kurikulum sejak tahun 1994 sebagai muatan lokal. Berbeda dengan siswa dewasa, mengajar pelajaran Bahasa Inggris kepada anak kecil cukup sulit. Oleh sebab itu, guru harus kreatif dalam memilih materi. Oleh sebab itu, penelitian ini bertujuan untuk menyusun sebuah set materi kosakata Bahasa Inggris untuk pembelajaran di luar kelas bagi siswa kelas lima di SD N Jaranan. Terdapat satu masalah yang dirumuskan ke dalam pertanyaan penelitian. Permasalahan tersebut adalah bagaimanakah penyajian satu set materi tersebut?

Untuk menjawab pertanyaan tersebut penulis mengadaptasi enam langkah dari metode Educational Research and Development (R&D.) Langkah-langkah tersebut diantaranya: Penelitian dan pengumpulan informasi, Perencanaan, Penyusunan bentuk produk awal, Uji coba lapangan, Revisi produk utama, Uji coba lapangan utama. Selain itu, untuk mempresentasikan sebuah set materi kosakata Bahasa Inggris untuk pembelajaran di luar kelas bagi siswa kelas lima di SD N Jaranan penulis mengkombinasikan dua model instruksional, yaitu model dari Kemp dan Yalden. Langkah- langkah yang dilakukan adalah (1) penelitian dan pengumpulan informasi (2) menentukan tujuan, topic, dan tujuan umum (3) merumuskan indicator (4) menyeleksi dan menyusun isi (5) menyeleksi kegiatan dan sumber belajar (6) mengevaluasi materi dan (7) menerapkan materi.

Dalam penelitian ini, penulis menyajikan rancangan akhir dari materi yang disusun. Materi tersebut terdiri dari dua unit. Unit pertama berjudul Friday Morning Activies. Unit yang kedua berjudul Let’s Buy Fries Masing-masing unit terdiri dari 6 bagian, yaitu stimulation, let’s listen, let’s speak up, let’s read aloud, let’s write, and let’s play game. Kegiatan di luar kelas dapat dilihat ketika sesi permainan. Pada saat sesi permainan siswa diminta utnuk melaksanakan akitivitas pelajaran di luar kelas.

Dari hasil evaluasi menunjukkan bahwa desain materi yang disusun bersifat autentik, menarik, dan dapat dipahami. Oleh karena itu, desain materi tersebut cocok untuk diterapkan pada siswa kelas lima SD N Jaranan. Penulis juga mengharap bahwa desain materi ini bisa benar-benar memberikan manfaat untuk para siswa.

Kata Kunci: Local Content, Vocabulary, Outdoor Learning Activity, SD N Jaranan

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A SET OF VOCABULARY MATERIALS

FOR OUTDOOR LEARNING ACTIVITY FOR FIFTH GRADERS

OF SD N JARANAN

A SARJANAPENDIDIKAN THESIS

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

in English Language Education

Sepsi Diah Setyarini Student Number: 081214050

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2013

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A SET OF VOCABULARY MATERIALS

FOR OUTDOOR LEARNING ACTIVITY FOR FIFTH GRADERS

OF SD N JARANAN

A SARJANAPENDIDIKAN THESIS

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

in English Language Education

Sepsi Diah Setyarini Student Number: 081214050

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

YOGYAKARTA 2013

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iii

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This thesis is dedicated specially to Allah SWT. My

beloved parents: Sukardi and Tri Mulyati, my lovely

sisters Diah Pramu Sinta and Dian Rizqi

Ramadhani, and my close friends Indah, Sely,

Niken, Diah, and Tia. I thank them for everything

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

of parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, 10th December 2012

The writer

Sepsi Diah Setyarini

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

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

Nama : Sepsi Diah Setyarini Nomor Mahasiswa : 081214050

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

“A SET OF VOCABULARY MATERIALS FOR OUTDOOR LEARNING ACTIVITY FOR FIFTH GRADERS OF SD N JARANAN” beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, dan mengelolanya dalam bentuk pangkalan data, mendistribusikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun member royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal: 10 Desember 2012

Yang menyatakan

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vii

ABSTRACT

Key words:Local Content, Vocabulary, Outdoor Learning Activity, SD N Jaranan.

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viii

ABSTRAK

Kata Kunci: Local Content, Vocabulary, Outdoor Learning Activity, SD N Jaranan

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ACKNOLEDGEMENTS

First of all I would like to give my greatest gratitude to Allah SWT for

blessing, health, and opportunity for living and experiences in completing my

thesis.

I also realize that it is imposible to work by myself. Many people have

contributed to the process in my writing of this thesis. Without their help and also

spirit this thesis may not be completed. Therefore, I would like to express sincere

gratitude to:

1. My beloved advisor Christina Kristiyani, S.Pd, M.Pd., for her patience,

guidance, support, and comments she has given to help me finish this

thesis.

2. Miss Adesti Komalasari, S.Pd., M.A., Ibu Erna Para Setyaningsih, S.Pd.,

and Ibu Sumartini, S.Pd., for their willingness to evaluate my designed

materials.

3. All of the lecturers and the secretariat staff of English Language Education

Study Program of Sanata Dharma University.

4. Ibu Hj. Sumaryati, S.Pd as the headmater of SD N Jaranan for giving me

permission to conduct a research.

5. My beloved parents; Bapak Sukardi and Ibu Tri Mulyati for prayer and

support.

6. My lovely sisters; Diah Pramu Sinta and Dian Rizqi Ramadhani for

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7. Aurelia Anindita, S.Pd and Desiderius Arista Yuan as the proof readers.

8. All of the fifth graders of SD N Jaranan on 2012/2013 accademic year.

9. My best friends in D’ Cyantikkss group; Sely, Niken, Tia, and Diah. I thank them for becoming my true friends.

10.My childhood friend Indah Ayu Sulistiani S.E., for support.

11.My beloved senior Marshel Tanamal, S.Pd., for joking during the proccess

to finish this thesis.

12.Those whose names I cannot mention one by one for their help in

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGE ... ii

HALAMAN PENGESAHAN ... iii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLE ... xiii

LIST OF FIGURE ... xiv

LIST OF APPENDICES ... xv

CHAPTER I INTRODUCTION A. Research Background ... 1

B. Research Problem ... 3

C. Problem Limitation ... 4

D. Research Objectives ... 4

E. Research Benefits ... 5

F. Definition of Terms ... 6

CHAPTER II REVIEW OF RELATED LITERATURE A. Theoretical Description ... 8

1. Instructional Design Models ... 8

a. Kemp’s Instructional Design Model ... 8

b. Yalden’s Instructional Design Model ... 12

2. Teaching Vocabulary ... 15

3. Outdoor Learning Activity ... 18

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xii

CHAPTER III METHODOLOGY

A. Research Method ... 24

B. Research Setting ... 28

C. Research Participants ... 28

1. The Participants of Research and Collecting Information ... 28

2. The Participants of Evaluation ... 29

D. Instruments and Data Gathering Technique ... 29

1. Instrument for Research and Information Collecting ... 29

2. Instrument for Evaluation ... 30

E. Data Analysis Technique ... 30

F. Research Procedures ... 32

CHAPTER IV RESEARCH FINDING AND DISCUSION A. The Steps of Designing A Set of Vocabulary Materials for Outdoor Learning Activity for Fifth Graders of SD N Jaranan 1. Research and Information Collecting ... 33

2. Goal, Topics, and General Purpose ... 35

3. Learning Objectives ... 36

4. The Subject Content ... 38

5. Teaching and Learning Activity ... 39

6. The Designed Evaluation ... 39

7. Implementing the Design ... 43

8. The Design Materials ... 45

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... 47

B. Recommendations ... 48

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xiii

LIST OF TABLES

TABLE PAGE

3.1 The Description of the Participants ... 29

3.2 The Points of Agreement ... 31

3.3 TheParticipants’ Opinion ... 31

4.1. The Result of Need Survey ... 34

4.2. The Learning Topics ... 36

4.3. The Basic Competencies ... 36

4.4. The Learning Indicators ... 37

4.5. The Description of Participants ... 40

4.6. The Result of the Questionnaire ... 40

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LIST OF FIGURES

FIGURE PAGE

2.1. Kemp’s Instructional Design Model ... 12

2.2. Yalden’s Instructional Design Model ... 15

2.3. The Modified Instructional Models ... 23

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LIST OF APPENDICES

Appendix Page

Appendix A Letter of Permission ... 52

Appendix B Needs Survey • Interview Checklist ... 53

• Questionnaire ... 54

Appendix C General Description of the Designed Materials ... 55

Appendix D Designed Materials Evaluation Questionnaires for the Expert ... 57

Appendix E Result of the Evaluation Questionnaires for the Expert ... 59

Appendix F Designed Materials Evaluation Questionnaires for the Students ... 61

Appendix G Result of the Evaluation Questionnaires for the Students ... 62

Appendix H The Syllabus ... 63

Appendix I Lesson Plan ... 66

Appendix J The Learning Activities ... 82

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CHAPTER I INTRODUCTION

This chapter is concerned with the background of the study, the research

problem, the problem limitation, the research objectives, the research benefits, and

the definition of terms. Each part is going to be explained clearly and reasonbly by

the writer.

A. Research Background

Language is important for people in the world. Using language people can

communicate and interact with others. One of the languages which is commonly

used is English. Today, English has been used in many fields such as technology,

science, information, and education. Therefore, mastering English is important.

Considering the importance of English, the government of Indonesia has

included English in the curriculum 1994 as a local content. It was given from

grade four (Depdikbud, 1994). It is conducted since the government of Indonesia

expects that the students are able to master English and do not find any difficulties

to communicate with other people. It is also appropriate if English is introduced in

elementary school. The students have good opportunity since their brain is

plasticity, which means that the brain has enormous capacity to absorb new

knowledge easily (Kaswanti, 1998, p. 29). This idea is also supported by Penfield

& Roberts (1959) who says that child learners are in the critical period. This

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easily because their brains are more flexible. Cameron (2000, p. 2) also argues

that children are more enthusiastic and lively as learners.

English is introduced as a local content where the students should learn

four skills. They are speaking, listening, reading, and writing. Besides those skills,

the students have to be able to master the vocabulary as English component. It is

due to vocabulary which always deals with learning language. Krashen (1981)

mentions vocabulary is the first aspect which should be given to the students

rather than other aspects. Krashen also mentions that vocabulary is a basics to

communicate and also important for the acquisition process. Having limited

vocabulary will make the students have difficulties to learn other skills (speaking,

listening, reading, and writing). Therefore, it is important to introduce vocabulary

earlier to the children.

Meanwhile, teaching English to children and adults are different task.

There are natural differences in the abilities and predispositions of adults and

children that make the method effective in teaching them different (David

Ruttinger). Brown and Norman (1987) also argue that every child comes from all

types of home backgrounds and they have different intelligence, health,

temperament, and tempo (p. 37). It makes many problems to arise during the

learning process. Besides, English is the second language and quite new for the

elementary students. Another reason comes from their own characteristics. The

characteristics between the young learners and adults are different. The

characteristics cover their way of thinking, attitude, and aptitude. Scot and

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as (1) the children are imaginative. It means that they can tell the difference

between fact and fiction, (2) the children are curious which means that they will

ask the teacher or the instructor all the time, (3) the children have very short

attention and concentration span. It means that the children can easily get bored.

To overcome their boredom, the activities should be varied and changed every

10-15 minutes (Suyanto, 2007, p. 18). Those are the reasons why a teacher should be

creative to think of the most appropriate activity in making the students interested

and enjoy the learning process. It is common sense if an activity is enjoyable, it

will be memorable; the language involved will ‘ stick’ and the children will have a

sense of achievement which will develop motivation for further learning (Sarah,

1993, p. 6).

Having conducted an interview and observation in SD N Jaranan the writer

found that the students have difficulty to memorize some new words and lack of

vocabulary. The students get bored easily. That reason leads the writer to design a

set of vocabulary materials for outdoor learning activity for the fifth grade of SD N Jaranan. Outdoor learning is chosen since it will be interesting and memorable. The purpose of the designed materials is to motivate the students to learn English

especially vocabulary in the relaxed situation so that the students will not easily

get bored. It is also aimed to prepare the students with some basics English

vocabulary before they move to the higher level.

B. Research Problem

Considering the problems that were presented previously, the writer states

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What do the vocabulary materials for outdoor learning activity for the fifth grade

of SD N Jaranan look like?

C. Problem Limitation

Looking at the discussion of the background above, the writer found that

teaching English to young learners is not easy. Some problems come up during

the learning process such as the students have difficulties in remembering new

vocabulary. Sometimes the students are talkative and busy with themselves or

other friends so that the teacher cannot handle the class. The students also get

bored easily with the existing technique and activities used by the teacher in the

whole of learning process. Therefore, the teacher has to create the different

atmosphere and activities. It makes the writer only focus on designing a set of

vocabulary materials for outdoor learning activity for the fifth grade of SD N

Jaranan. The designed materials were made to help the students while they are

learning English so that the students are able to achieve the objectives at the end

of the lesson.

D. Research Objectives

The objective of this study is addressed to overcome the problem which is

mentioned in the problem formulation. That is to present a set of vocabulary

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E. Research Benefits

This study was expected to give contribution to the educational field,

especially in the teaching and learning vocabulary. It was addressed for those who

are closely related to this study. The benefits were formulated as follows.

1. For the Students

This study designs a set of vocabulary materials for outdoor learning

activity which are expected to release their boredom when they are learning

English. Learning English through outdoor learning activity is also expected to

make the students enjoy the process so that the students can achieve the goals of

each lesson.

2. For the English Teacher

The result of this study is beneficial for the teacher as source to help the

teacher teach English in a different way so that the students feel comfortable while

learning English. Furthermore, the teacher can help the students to achieve the

goals of the materials.

3. For the Further Researcher

This study is expected to give the next researchers input or information

about the benefits of teaching vocabulary through outdoor learning activity. The

result can be the reference for those who want to conduct outdoor learning activity

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F. Definition of Terms

In this part, the writer presents some terms which are used in this study to

avoid misunderstanding while the readers read this thesis. The terms are stated as

follows:

1. Instructional Material Design

The term design according to Tomlinson (2004) is an overall plan which

governs the appearance and functions of materials. Therefore, instructional

material design is a set of English materials that contains activities in class in

order to prepare the students in learning English in the next level of education

(Kemp, 1977, p. 6).

2. Vocabulary

Krashen (1981) argues that vocabulary is a basic to communicate and also

important for the acquisition process. It means that vocabulary is important to

introduce it as step to the children in order to help them understand utterances and

to prepare them to learn English in the higher level (p. 12). Lado (1996, p. 114)

states that vocabulary as a form of expression which is associated with the content

of meaning. Vocabulary is best learnt when the meaning of the word is illustrated,

for example by action (Sarah, 1993, p. 68).

3. Outdoor Learning Activity

Ford (1981) defines outdoor learning activity as an experiential process of

learning by doing, which takes place primarily through exposure to the

out-of-doors. By doing outdoor learning activity, the students can make the relationships,

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4. The Fifth Grade Students of SD N Jaranan

The fifth grade students become the object of the study. Based on the

observation which is conducted by the writer, the students of the fifth grade in SD

N Jaranan lack vocabulary. Furthermore, the students get bored easily. Therefore,

outdoor learning activity is an appropriate way to help the students enrich their

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter concerns the discussion related to the theories and literatures

underlying this study which is divided into two parts, namely theoretical

description and theoretical framework.

A. Theoretical Description

This part discusses the theories related to the topic of this study. It consists

of the theory of instructional design models, teaching vocabulary, and outdoor

learning activity.

1. Instructional Design Models

There are many kinds of instructional design models which can be

employed as the basic to design materials. In this study, the researcher used two

models of instructional design as the theories. They were Kemp’s model (1977)

and Yalden’s model (1987).

a. Kemp’s Instructional Design Model

The writer used Kemp’s model since this model provided the detailed-steps

and it can also be started from any step. Kemp (1977) said that instructional

design is the approach and procedures in instructional technology (p.8). This

model can be applied at any education level such as elementary, secondary, and

college. Kemp (1977, p.8) stated that there are three questions or elements which

must be considered in designing materials. They are (1) what must be learned?

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desired learning level? (activities and resources), (3) How will we know when the

required learning has taken place? (evaluation). According to Kemp (1977) there

is a plan which consists of eight (8) steps to answer those questions. They are

stated as follows.

1) Goals, Topics, and General Purposes

Most of the instructional designs begin with a recognition of the broad

goals of the school system. After recognizing the goal, the next step is listing the

major topics which would become the scope of the basis for the instruction. The

topics are usually a sequence from simple or concrete level to complex and more

abstract level (Kemp, 1977, pp. 13-15). The last step is stating the general

purposes (what want to be expected which is related to the broad goals of system).

2) The Learners Characteristics

In this part, the writer should recognize the factors that will affect the

learners’ characteristics when designing on instructional plan. Kemp (1977)

mentioned the two factors. They are academic factors and social factors.

Academic factors consist of number of students academic background,

grade-point average, level of intelligence, reading level, scores on standardized

achievement and aptitude tests, study habits, background in the subject or topic,

motivation for studying the subject, expectation of the course, vocational and

cultural aspirations. Meanwhile, social factors include age, maturity, attention

span, special talents, physical and emotional handicaps, relations among students,

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characteristics, the writer may use observation, questionnire, interview, and test

(Kemp, 1977, pp. 18-19).

3) Learning Objectives

The next step is learning objectives. It is important because it becomes the

outcome of instruction. In this part, a good teacher should tell the students what

are the goals which must be achieved at the end of the learning process (Kemp,

1977, p.23)

4) Subject Content

Kemp (1977) states that the content must closely relate to the objectives

and the student’s needs (p.43). In other words, subject content should support the

objectives. Kemp also mentioned that there are some questions which should be

answered before listing the content, such as:

1. What specifically must be taught or learned in this topic?

2. What facts, concepts, and principles related to this topic?

3. What steps are involved in necessary procedures relating to this topic?

4. What techniques are required in performing essential skills? (1977, p.45)

5) Pre-Assessment

Pre-Assessment is the prerequisite. The purpose of pre-assessment is to

examine student’s preparation to learn the topics or units and measure the

student’s understanding about the topics or units which have been learnt.

In this part it is important to find out the answer from the questions (1) to

what extent each students has acquired the necessary prerequisities for studying

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studied in order to plan learning activity and ensure that learners do not take their

time on things they already know (Kemp, 1977, p.51).

6) Teaching / Learning Activities and Resources

In this part a teacher has to determine the most efficient and effective

method which is continued by selecting the materials to provide learning

experiences that will utilize the content associated with each objective (Kemp,

1977, p.55).

7) Support Services

Support services are required to implement the design plan. This part

deals with support services which must be considered in the instructional plans.

They are funds, facilities, equipment, and personnel (Kemp, 1977, p.84).

8) Evaluation

Kemp (1977, p.91) argues that evaluation is the payoff step in the

instructional design plan. The purpose of the evaluation is to examine the design

materials, revise the design materials, improve the design to gain the best design

materials and measure whether the materials already meet the objectives or not.

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Figure 2.1 Kemp’s Instructional Design Model (Kemp, 1977, p.9) b. Yalden’s Model

Yalden’s model is the second instructional design model which is used by

the writer as the bases to construct a communicative syllabus. Yalden (1987)

states that a communicative syllabus is a syllabus which is designed for describing

a classroom experience which is more appropriate in an environment of real

Revise

Goals, topics, and general purposes

Learning objective

Pre assessment

Support

services

evaluation

Subject content

Learners character istics

Teaching/lea rning activities, Resources

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language and art (p.85). According to Yalden (1987, pp. 101-145) there are eight

(8) steps in constructing a communicative syllabus. The steps are stated as

follows.

1. Need Survey

Need survey provides all of information which are related to the learner’s

characteristics, learner’s needs, learner’s motivations, and communication

requirements. The process of gathering all of the information is used to establish

and accept the objectives.

2. The Description of Purpose

After all information in the need survey is completed, the next step is

description of the purpose. According to Yalden, the purpose of this stage is to

clarify the purpose of language program and establish the foundation for the major

decision facing the language course designer when the designer of certain

educational plan arrives at choices of a syllabus.

3. The Choice of a Syllabus Type

The third stage is the choice of a syllabus type. This stage is conducted

when the general category of a language program has been decided. Yalden

(1987, pp.86-87) describes that there are some components of a communicative

syllabus. They are stated as follows.

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

b. The setting in which the learners will want to use the target language (physical

aspects need to be considered, as well as social setting).

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d. The communicative events in which the learners will participate.

e. The language function involved in communicative events, or what the learners

will need to be able to do with or through the language.

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

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

rhetorical skills.

h. The variety or varietes of the target language that will be needed, and the

levels in the spoken and written language which the learners will need to

reach.

i. The grammatical content that will be needed.

j. The lexical content that will be needed.

4. Production of a proto-syllabus

In this step the content of syllabus will have the preparation of syllabus

specification. It means that it may cover general notions, discourse and rhetorical

skills, variety of language, and communicative events.

5. Production pedagogical syllabus

In this step the designers should employ the pedagogical syllabus to

provide a repertoire of words and phrases, chosen as exponents of function and to

the topics identified as important to the learners.

6. Development of classroom procedure

The purposes of this step are selecting the techniques of teaching and types

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7. Evaluation

This step is used to evaluate all components in the language program such as

the students, the intructional program, and the teaching.

8. Recycling Stage

This is the last step in order to fit between goals set and the final

performance of the learners. This step is called “recycling stage” because the

whole cycle can be begun again at this point, and adjustment made anywhere in

the system based on the feedback gathered from the evaluation stage. All of the

steps of Yalden’s Model are presented in figure 2.2.

Figure 2.2. Yalden’s Instructional Design Model (Yalden, 1983, p. 88) 2. Teaching Vocabulary

In this part, the writer gives information about teaching vocabulary. They

are the nature of vocabulary, the principle of teaching vocabulary and learning

vocabulary, and the importance of vocabulary.

a. The nature of vocabulary

Lado (1996) defines vocabulary as a form of expression which is

associated with the content of meaning (p.114). Learning English or other

languages always deal with vocabulary. It indicates that vocabulary is important

Need Survey Descripti on of Purpose Selection/ Develop-ment of syllabus type Product ion of porto- syllabu s Product ion of pedago gical syllabus Developme nt and implementa tion of classroom procedure Evalua tion

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to be learnt before learning the other skills, listening, speaking, reading, and

writing. Buron supports that vocabulary is the range of world that can support the

students to learn other aspect of language (1982, p.98).

Learning vocabulary not only focuses on the words and its meaning but

also some aspects should be considered, such as recognizing, recalling,

pronouncing, spelling and using the words (Wallace, 1982, p.144).

b. The Principle of Teaching and Learning Vocabulary

Unlike adults, children have their own characteristics. Helay (1987, p.49)

says that children are not self-motivated and do not have an immediate need to

learn English. They are not concerned with job or university degree that requires

knowledge of English. Their world is their daily games, events of interest to them;

new knowledge that may come across and question that their inquisitive mind

may ask.

It makes the teacher has to know the principles to teach and learn

vocabulary. Wallace (1982, pp.27-35) describes that there are eight (8) principles

of teaching and learning vocabulary. They are 1) Aims. In this part the teacher

should focus on his/her aims. He/she has to think of how many things are words

that could be achieved by the students. 2) Quantity. Deciding on the quantity of

the vocabulary to be learnt might be started by asking a question like how many

new words in a lesson can be learned. 3) Need. The teacher has the responsibilty

to choose the kind of vocabularies that are related to the students’ needs and

interest. 4) Frequent exposure and repetition. In teaching vocabulary repetition is

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Since the students are expectedto know a huge number of words the teacher

should teach the vocabulary regularly. 5) Meaningful presentation. Learners must

have a clear and specific understanding on what the words denote or refer to so

the appropriate choice of word is needed. 6) Presentasi in context. The words

should be presented in context. The words must be relevant with the students’

natural environment and collocates with. 7) Learning vocabulary in the mother

tongue in the target language. It means that the ability of the learners’ second

language might acquire equally well in the first language. 8) Inference procedure

in vocabulary learning. The ability of the learners’ second language might acquire

equally well in the first language.

Nunan (2003, p.135) also mentions four principles in teaching vocabulary.

They are (1) It should focus on the most useful vocabulary, (2) It should focus on

the vocabulary in the most appropriate way, (3) It should give attention to teach

the high frequency of words, (4) It should encourage learners to reflect on and

take responsibility for learning.

c. The Importance of Vocabulary

Previously, the writer has mentioned that vocabulary is important to be

learnt before learning the other skills. According to Krashen (1981) having limited

vocabularies, students will find difficulties in understanding the four skills. The

students cannot take a part in a conversation if they do not know the meaning of

the words used by others. The students will also find some problems in reading

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vocabularies. Those problems will also affect the rest of the skills. Therefore,

mastering vocabulary is important.

3. Outdoor Learning Activity

Children and adults have their own characteristics. To give the best quality

of teaching English to the children, the teacher should know their characteristics.

Scott and Yteberg (1990, pp. 3-4) describes the characteristics of the children. (1)

They are imaginative, which means that they can tell the difference between fact

and fiction, (2) they are curious so that they will ask the teacher or the instrutor in

the learning procces, (3) they are able to make some decisions about their own

learning, (4) they have definite views about what they like and do not like doing,

(5) they are able to work with others and learn from others. In this opportunity the

researcher conducts outdoor learning activity to overcome the students’ boredom.

Outdoor learning activity is a combination of adventure and environmental

activities which are carried out outside the classroom. Ford (1981) defines outdoor

learning activity as an experiential process of learning by doing, which takes place

primarily through exposure to the out-of-doors. By doing outdoor learning

activity, the students can make the relationships, such as a relationship between

people and a relatinship between natural resources.

. Outdoor learning activity encompasses all of the children to do, see, hear,

and feel. Based on The Early Years Foundation Stage journal (2007) outdoor

learning activity offers so many opportunities which are addressed to the children

to (1) be excited, energetic, adventurous, noisy, and messy, (2) talk, listen,

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investigate, explore, discover, experiment with their own ideas and theories, (5)

make sound and music, express idea and feelings, (6) find patterns, make marks,

explore different media and materials, (7) investigate concepts and ideas, (8) be

active, run, climb, pedal, jump, throw, (9) dig, relax, find calm, reflect, (10) have

responsibility, be independent, elaborate with others.

Choudhury & Obaidullah (1980, p.17) mention the main objectives of

outdoor activities in the fifth grade. They are to enable students to learn about the

application of mother tongue in the activities of daily life, to enable students to

have direct experience of an environment and nature, to develop creative ability,

to increase the students’ curiosity, and to develop an attitude of helpfullness.

Outdoor learning activity also offers so many advantages as mentioned by

The Early Years Foundation Stage (2007, pp.5-7). The advantages are (a) support

the development of positive attitudes towards new opportunities, challenges and

responsibilities, (b) offer children exciting opportunities for developing upper

body and limb strength through physical activity and movement, (c) explore and

investigate a wide range of materials that cannot be found indoors, (d) outdoors

children can be physically active on a scale that is less possible indoors, (e) full of

creative opportunities and rich with sensory stimuly so that the children can

explore and respond in a variety of ways to what they see, hear, feel, touch, and

smell.

Whereas, the teacher should be consider with some disadvantages in

conducting outdoor learning activity. There are some disadvantages of outdoor

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big rather than the classroom. The students tend to disturb other classes. Besides,

outdoor learning activity will attract the attentions from others therefore the

learning process will be disturbed The Early Years Foundation Stage (2007,

pp.11-12)

If the teachers conduct the learning process outside the classroom they

should consider to some requirements as stated by Decker (1976, pp.267-268).

They are stated as follows.

1. The design should be based on the needs of the children. It is due to the

children play for stimulation, need increasingly complex activities, choice in

activities, and separation from adults.

2. Outdoor space should provide opportunities for activities similar to those

conducted in the indoor space, such as social interaction and physical activity.

In short, the indoors must be extended outside.

3. Outdoor space should be aesthetically pleasing.

4. The outdoor space must be safe. It means that the place should be arranged

properly and consider with some considerations, such as location, size,

surface, and so on.

B. Theoretical Framework

In order to design a set of vocabulary materials for outdoor learning

activity the writer combines two models as the major basics of the design

procedures. They are Kemp’s and Yalden’s model. Kemp’s model is used because

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Yalden’s model is used because it concerns the importantance of need survey. The

steps are presented below.

1. Research and Information Collecting (Kemp’s andYalden’s model)

Research and information collecting is the basic step which is conducted

before designing the materials. This step follows Kemp’s and Yalden’s model

since both of them state the detail information how to collect data of students’

needs. In this step, the writer conducts some observations, distributed the

questionnaires to the fifth graders and conducted a formal interview to the English

teacher. The purpose of this step is to gain information about the students’ needs,

students’ interests, and the difficulties faced by the students when they are

learning vocabulary.

2. Stating the Goals, Topics, and Purposes (Kemp’s model)

This step employs Kemp’s model. In this step, the writer uses the theory of

vocabulary and outdoor learning activity as the basis of determining the goals,

topics, and purposes. In this study, the goals are helping the students to master the

vocabulary through outdoor learning activity and helping the students to lose their

boredom so that the purposes of the lesson can be achieved at the end of the

discussion. The writer states the goals, topics, and purposes based on the School Based Curriculum (KTSP).

3. Stating the Learning Objectives (Kemp’s model)

This step adopts Kemp’s model. In this step, the writer states the

objectives in every topics. The purpose is to identify what should be learnt by the

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4. Listing the Subject Content (Kemp’s model)

The writer adopts Kemp’s model. Subject content consists of the

objectives which are going to be achieved at the end of the lesson. The content

must relate to the objectives and the students’ needs.

5. Selecting the Teaching and Learning Activities (Kemp’s model)

Selecting the teaching and learning activities is conducted in order to help

the students in mastering vocabulary. In this study, the writer design the subject

contents by considering the methods and activities which are going to be applied

in the designed materials. Because of that reason, the writer has to know the

nature of vocabulary, the principle of teaching and learning vocabulary, and the

importantance of vocabulary. By seeing the characteristics of the children the

writer chooses outdoor learning activity since it is appropriate for the students’

needs and related to the Competence Standard and Basic Comptence. Thus, the

writer develops the materials for outdoor learning activity.

6. Evaluating the design (Kemp’s model)

This step is taken from Kemp’s model. In order to measure the

appropriateness of the designed materials, the writer distributes the questionnaire

to the English teachers and English lecturer. The result will be used to revise,

improve or develop the designed materials.

7. Implementing (Yalden’s model)

This step follows the sixth stage of Yalden’s model. In this step, the writer

implements the designed materials to the fifth graders. It is conducted to know

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the questionnaire to the students in order to obtain the information about the

students’ needs, and responds toward the designed materials which have been

implemented.

The modified instructional model was showed in figure 2.3

Figure 2.3. The Modified Instructional Model

Research and Information Collecting

Implementing Evaluating the

Design Selecting the Teaching and Learning Activities Stating the Goals, Topics,

and General purposes

Listing the Subject Content Stating the learning

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses further information about research method, research

setting, research participants/subjects, research instruments and data gathering

technique, data analysis technique, and research procedures that were employed

by the writer to accomplish this study.

A. Research Method

This study is called Research and Development (R&D). It was employed

to answer the questions in the research problem. The question is what does a set of

vocabulary materials for outdoor learning activity for the fifth grade students of

SD N Jaranan look like. Therefore, the writer employed Educational and Research

Development as the methodology.

The Educational Research and Development method was developed by

Borg and Gall. Borg and Gall (1983, p.772) stated that Educational Research and

Development (R&D) is a process used to develop and validate educational

products. There were ten major steps in the R&D cycle. Meanwhile, the writer

only adopted six steps in designing the materials. Borg and Gall (1983, p.775)

stated as follows.

1. Research and Information Collecting

It is the basic step which is conducted before designing the materials. This

step is also called as need survey. In this step the writer conducts classroom

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formal interview to the English teacher. The purpose of this step is to gain

information about the students’ needs, students’ interest, and the difficulties faced

by the students when they are learning vocabulary.

2. Planning

It includes defining skills, stating objectives, determining course sequence,

and small scale feasibility testing (Borg and Gall, 1983, p.775). In this step the

writer relates it to Kemp’s instructional design. Here, the writer determines the

goals of instructional design. In this study, the goals are helping the students to

master the vocabulary and helping the students to lose their boredom so that the

purposes of the lesson can be achieved at the end of the discussion. The writer

states the goals, topics, and purposes based on the School Based Curriculum

(KTSP) adapts from the questionnaire result.

3. Developing Preliminary Form of Product

After collecting the data and making some plannings, the writer makes the

preparation for developing the products. It includes developing the teacher’s and

students’ book.

4. Preliminary Field Testing

This cycle is called as evaluating phase. In order to measure the

appropriateness of the designed materials, the writer distributes the questionnaire

to the English teachers and English instructor. The result will be used to revise,

improve or develop the designed materials. The information included in the

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a) Generally, the designed materials were good, motivating, interesting,

well-organized, and acceptable for the fifth graders.

b) The pictures were attractive, colorful, and appropriate for each unit.

c) Outdoor learning activities were acceptable enough to be applied in the

design.

d) The designed materials were suitable for the fifth graders.

e) The designed materials provided nice examples and simple dialogues.

f) The designed materials offered nice display.

5. Main Product Revision

In this cycle, the writer develops and revises the designed materials as

suggested by main field-test result.

6. Main Field Testing

It is known as implementing phase. After the materials are revised, the

writer implements the designed materials to the fifth graders. It is conducted to

know how good the designed materials are for the fifth graders.

In this study, the writer combined the R&D cycle and two models of

instructional design (Kemp’s and Yalden’s). In order to avoid misuderstanding,

the writer made figure 3.1 as the combination steps of R&D cycle and the writer’s

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R & D Cycle

The writer’s model

Implementating

Experts Validation

Evaluation

Teaching and

Learning Activities

and Resources

Subject Content

Learning

Objectives

Need Survey

Goals, Topics,

General Purposes

Research and

Information

Collecting

Planning

Developing

Preliminary Form of

Product

Preliminary Field

Testing

Main Product

Revision

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B. Research Setting

The study was conducted at SD N Jaranan. The school is located at Dusun Jaranan, Banguntapan Bantul. The researcher chose the fifth graders as the object of the study. It is due to the students of fifth grades lack of vocabulary. The writer

conducted the research and collected the information in April 2012. Then, the

writer implemented the designed materials in June 2012. The schedule was on

Saturday from 07.00 until 08.20.

C. Research Participants

There were two groups of participants in this study. The first group was

participants of conducting need survey. They were the fifth grade students of SD

N Jaranan and the English teacher. The second group was the participants of the

evaluation. They were the English teachers and an English lecturer. The

information about the participants is stated as follows.

1. The Participants of Research and Information Collecting

In this step the writer divided into two. They were the English teacher of

SD N Jaranan and the students of the fifth graders. Here, the writer conducted a

formal interview in order to collect information about the teacher’s strategies or

techniques to deliver the materials and students’ difficulties in learning process.

The writer also distributed the questionnaire to thirty five students of the fifth

grade of SD N Jaranan to obtain the students’ needs, interests, and difficulties

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2. The Participants of Evaluation

In this part, the writer involved some experts as the participants. They

were the English teachers and an English lecturer. They were involved in this

study because the writer considered their experiences of dealing with the young

learners. In this phase, the writer distributed the questionnaire in order to get

opinions, feedback, and suggestions toward the designed materials. The result was

important to be a basis for improving the designed materials. The description of

the participants will be presented in the table 3.1.

Table 3.1. The Description of the Participants

Participants Sex

Educational Background

Teaching Experience (year)

F M S1 S2 S3 1-5 6-10 11-15 16-20

English Teacher English Lecturer

D. Instruments and Data Gathering Technique

In order to gain the valid data, the writer used some instruments such as

observations, interview, and questionnaire. Those instruments were used in

conducting need survey and evaluation. The detailed information will be

explained below.

1. Instrument for Research and Information Collecting

In order to obtain the data in need survey, the writer conducted

observation, interview, and questionnaire.At the beginning, the writer conducted

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the students’ characteristics or behaviour while learning English. The writer also

conducted a formal interview to the English teacher of SD N Jaranan. At last, the

writer distributed the questionnaire to the students. Interview and questioonaire

were employed in order to get information on the students’ needs.

2. Instruments for Evaluation

In this step, the writer only used the questionnaire. The writer distributed

the questionnaire to the expert participants. They were two English teachers and

an English instructor. The aim of distributing the questionnaire was to get the

jugement, opinion, suggestion, feedback, and comments toward the designed

materials. The writer would use the result of the questionnaire to revise the

designed materials.

E. Data Analysis Technique

In this part, the researcher analyzed the data that had been gathered. The data was

gathered from the questionnaire of need survey and evaluation. The first data was

questionnaire which was taken from the students’ questionnaire in need survey.

The analysis of the first data was formed in a percentage. The result was obtained

by dividing the total number of the students who choose certain answer with the

total number of students. Then, it was multiplied by 100%. The result of the first

data used to gain the information of the students’ needs and the difficulties faced

by the students during the process of learning vocabulary. The way to calculate

the percentage was stated below. In order to interpret the result, the writer made

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Notes:

n: the total number of the students who choose certain answer

N: the total number of the students

The second data was from the experts’ questionnaires in conducting

evaluation. In analyzing the data, the writer used Likert’s Scale. The Likert Scale

was a scale with a number of points. The writer used four options of agreement

based on Likert’s Scale in the questionnaire. The points of agreement will be

presented in the table below.

Table 3.2. The Points of Agreement Points of Agreement Meanings

1 Strongly Disagree

2 Disagree 3 Agree

4 Strongly Agree

The writer calculated the data to find the percentage of the participants’

opinion toward the designed materials. After calculating the data, the writer

presented the result in the form of table. The table can be seen below.

Table 3.3. Table Participants’ Opinion

No Statements Points of Agreement Percentage (%) 1 2 3 4 1 2 3 4

x

100%

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F. Research Procedures

In order to design the materials, the writer conducted some steps. Here

were the steps conducted by the writer in this study.

1. The writer conducted need survey by conducting observations and interview to

the English teacher of SD N Jaranan. The writer also distribute the

questionnaire to the fifth graders.

2. The writer analyzed the result of the questionnaire which was distributed to the

students.

3. The writer stated the goals, topics, and general purposes.

4. The writer developed the materials based on the questionnaire in need survey.

5. The writer asked the evaluation by distributing the questionnaire to the experts,

the English teachers and the English lecturer.

6. The writer revised the designed materials based on the result of the evaluation.

7. The writer implemented the designed materials to the fifth grade of SD N

Jaranan.

8. The writer distributed the questionnaires to the students in order to gain the

information about the students’ response toward the designed materials and the

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

The purpose of this chapter is to answer the question formulated in the

problem formulation. This chapter is going to present the final version of the

designed materials. Therefore, the writer combined two models, namely Kemp’s

model and Yalden’s model. There were seven steps employed by the writer in

designing the materials. The steps were research and information collecting, the

goals, topics, and general purpose, the learning objectives, the subject content, the

teaching and learning activities, evaluating, and implementing.

A. The Steps of Designing A Set of Vocabulary Materials for Outdoor Learning Activity for Fifth Graders of SD N Jaranan

1. Research and Information Collecting

Knowing the students’ needs is important before designing the materials.

In order to collect information of students’ needs, the writer conducted

observations, interview, and distributing the questionnaire to the students.

The observations were conducted in order to know the characteristics and

the behaviors of the students. While conducting the observations, the writer

noticed that the students talked to each others in the whole process of discussion.

The girls were dominant in questioning and answering section rather than the

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The writer also interviewed the English teacher of SD N Jaranan in order to gain more information about students’ needs, characteristics, and the way of the

teacher explaining the materials. From the result of interview, the writer gained

information that the teacher had difficulties in handling the class because the

students were talkative, especially the boys. They had difficulties to focus on the

lesson. The willingness of the students was also low. It seemed when the teacher

asked the students to perform in front of the class.

The writer also found information that the students did not have a guide

book including a worksheet. The teacher was rarely conducting some various

activities such as game, sing a song role play, and so on. It made the students

easily to get bored. Based on the results, the writer began to design a set of

vocabulary materials for outdoor learning activities in order to lose the students’

boredom so that the students could achieve the goal of the lesson.

In the last of need survey, the writer distributed the questionnaire to the

thirty five students. The questions were written in Indonesia. The writer also

guided the students to fill the questionnaire so that the students understood each

question. The data was analyzed in percentage. The writer provided the result in

the table 4.1.

Table 4.1. The Result of Need Survey

No Questions

Number of Participants and its percentage

Yes % No %

1. Is English difficult? 29 82.85 6 17.14

2. Is English important to help the students

facing English in higher level? 35 100 - 0 3. Do the students find difficulties to study

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No Questions

Number of Participants and its percentage

Yes % No %

4. Do the students find difficulties to study

vocabulary? 29 82.85 6 17.14

Do the students find difficulties to understand the meaning of English words into Indonesia or Indonesia into English?

32 91.42 3 8.57

6. Do the students feel bored while learning

English in the classroom? 35 100 - 0

7. Do the students like to learn English outside

the classroom? 30 85.7 5 14.28

Do the students like to learn English through activities such as doing the action or

activities directly?

30 85.7 5 14.28

9. Do the students think outdoor learning

activities are more interesting? 31 88.57 4 11.42

10.

Do the students think outdoor learning activities are more effective to help you understand vocabulary?

31 88.57 4 11.42

2. Goals, Topics and General Purpose

The writer stated the goal, topics and general purposes based on the data

from need survey. The goal of this study was to design the interesting materials

for outdoor learning activity in order to lose students boredom and help the

students in mastering vocabulary.

In this study, the writer designed the materials based on the topics which

had been decided by the English teacher. Each topic based on School – Based

Curriculum 2006 (KTSP) and the syllabus of SD N Jaranan. Considering to the Basic Competenc and Standar Competency, there were 2 units which were

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Table 4.2. The Learning Topics

Num. Topics Title Units

1. Activities Friday morning activities 2. Foods Let’s buy fries

After stating the topics, the writer stated the general purposes. In this study

the writer modified the general purposes as basic competencies. The basic

competencies of each unit can be seen in the table 4.3.

Table 4.3. The Basic Competencies

Num. Competence Standard Basic Competence

5. Understand the simple instruction in the classroom context.

5.1 To respond to the simple instruction through the action in the classroom context.

6. Express very simple instruction and information in the classroom context.

6.1 To communicate how to show the location in appropriate way. 6.2 To express how to ask something.

7. Understand simple written English in the classroom context.

7.1 To read aloud with good pronouncing and intonation that involved: words, phrases, simple sentences, and simple text.

8. Spell and rewrite simple sentences in the classroom context.

8.1 Write simple sentences with appropriate punctuation: thank you, congratulation, and sympathy.

3. The Learning Objectives

After stating the goals, topics, and purposes, the researcher stated the

learning objectives. The learning objectives were known as indicators which the

students could achieve those indicators successfully. The indicators of the

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Table 4.4. The Learning Indicators

Topics Learning Indicators

Activities (Friday Morning Activities)

Students are able to:

• Listen to teacher’s and friend’s instruction about command in the class picket.

• Repeat the teacher’s and friend’s instructions in the class picket.

• Do the teacher’s and friend’s instructions.

• Identify the instructions read by the teacher.

• Answer the teacher’s and friend’s instructions with verbal action.

• Listen to the teacher read a dialogue about asking to do Learning Indicators

something in the class picket.

• Repeat the expression read by the teacher in the dialogue about asking to do something in the class picket.

• Practice the dialogue with good pronouncing.

• Read the descriptive text about class picket.

• Match the sentence with the appropriate pictures.

• Answer the questions based on the text.

• Write the words spelt by the teacher.

• Fill the blank with the appropriate word.

• Arrange the sentences into a dialogue.

Foods

(Let’s Buy Fries)

Students are able to:

• Listen to the teacher’s and friend’s instruction.

• Do the teacher’s and friend’s instruction.

• Act the teacher’s and friend’s instruction.

• Repeat the expression of showing location said by the teacher.

• Mention the expression of showing location.

• Listen and repeat the dialogue involve the expressions:

let’s… and shall we….

• Identify the dialogue with friends.

• Practice the dialogue with friends.

• Listen and repeat the dialogue read by the teacher.

• Read aloud the dialogue with good pronounciation and intonation.

• Identify the statements based on the text.

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4. The Subject Contents

After stating the learning objectives, the next step to be conducted by the

researcher was listing the subject content. Subject contents were lists of activities

to be done by the students and should be related to the students’ needs and the

learning objectives. In this step, the researcher should design various activities in

order to lose the students boredom and attract their attention to learn vocabulary.

The activities were divided into six parts. Those parts are presented below.

a. Stimulation

This part provided some dialogues which consisted of new vocabularies.

This part also listed some new vocabularies which the meanings must be

discussed by the students. The purpose of this part is to gain the students’

attention before continuing to the next part.

b. Let’s Listen

There were some pictures related to the topic in this section. This section

also provided some instructions and dialogues which must be listened to by the

students.

c. Let’s Speak Up

In this part the writer provided some dialogues. The students were

expected to read those dialogues with good expression, intonation and

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d. Let’s Read Aloud

The writer provided dialogue and descriptive text. In this part the student

were demanded to read aloud the dialogues or text. There were also some

questions related to the dialogues or text.

e. Let’s write

This part consisted of some exercises such as rewrote the sentences,

matched the pictures with the correct answers and made a short dialogue.

f. Let’s Play a Game

The writer created games in every unit. All of the games were conducted

outside the classroom.

5. Teaching and Learning Activities

After listing the subject content, the writer selected the activities which

would be given to the students. The activities should be varied in order to lose the

students boredom so that the students are interested in learning English especially

vocabulary. In this part the writer had a stimulation which was used as a warm-up

and various main activities. The learning objectives would be presented in

appendix K

6. The Designed Evaluation

Evaluating the Design was the next step to be conducted by the writer after

designing the materials. The writer distributed questionnaire to the respondents.

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three sections, namely the Description of Participants, Data Presentation and

Participants, and Comments and Suggestions.

a. The Description of Participants

The writer involved three participants in this study. They were two English

teachers of SD N Jaranan and an English lecturer. They were involved because of

their experiences in teaching English to Young Learners. The Data of the

participants were presented in the table 4.6.

Table 4.5. The Description of Participants

Respondents Sex

Background of Education

Teaching Experience in Years

F M S1 S2 S3 < 1 1-5 5-10 > 10

English teacher 1 √ √ √ English teacher 2 √ √ √ English lecturer √ √ √ b. Data Presentation

The writer distributed the questionnaire in order to get feedback, opinion,

or suggestion of the designed materials. It was expressed in the degrees of

agreement which had number points from 1 to 4. The result of the questionnaire

can be seen in the table 4.7.

Table 4.6. The result of the questionnaire

No Statements

Frequency of Points of Agreement

Percentage (%) 1 2 3 4 1 2 3 4

1. The topic may motivate the

students to learn vocabulary. - - - 3 0 0 0 100

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No Statements

Frequency of Points of Agreement

Percentage (%) 1 2 3 4 1 2 3 4

to be more active.

The instructions of the designed materials are simple for the students.

- - - 3 0 0 0 100

The instructions of the designed materials are clear for the students.

- - 2 1 0 0 67 33

5. Each topic covers the

appropriate time allocation. - - 1 2 0 0 33 67

6. The materials facilitate the

students learning by doing. - - 1 2 0 0 33 67

7. The materials are suitable for

the students of the fifth grade. - - 1 2 0 0 33 67

8. The level of difficulty is

appropriate for the students. - - - 3 - - - 100

Generally, outdoor learning activities found in the games section help the students master vocabulary.

- - - 3 0 0 0 100

10. Generally, the designed

materials are well-elaborated. - - - 3 - - - 100

The table showed the result of the participants’ opinion. Based on the

result, the topic may motivate the students to learn vocabulary. It was seen that

100% of the participants strongly agreed. The 67% of the participants also agreed

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designed materials are simple for the students. It seemed that 100% of the

participants said strongly agreed. In the fourth question, 67% of the participants

said that the instructions of the designed materials are clear for the students,

whereas one of the participants thought strongly agreed (33%). The 67% of the

participants strongly agreed that each topic covers the appropriate time allocation.

Two of the participants strongly agreed that the materials facilitate the

students learning by doing. The rest of the participant or 37% agreed that the

materials facilitate the students learning by doing. Two of the participants strongly

agree that the materials are suitable for the students of the fifth students, while

33% of the participants said agree with the statement. In the eight statement, it

showed that 100% of the participants strongly agree with the statement it

indicated that the level of difficulty is appropriate for the students. A number of

the participants (100%) showed their strong agreement about outdoor learning

activities in the games section help the students in mastering vocabulary in the last

statement. All of the participants (100%) strongly agree that the designed

materials are well-elaborated.

c. Participants’ Comments and Suggestion

The writer also asked comments, opinions, and suggestions from the

participants by distributing open-ended question. The results were satisfying and

useful to revise and improve the designed materials. The following were the

participants’ comments and opinions, and suggestions on the designed materials.

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a) Generally, the designed materials were good, motivating, interesting,

well-organized, and acceptable for the fifth graders.

b) The pictures were attractive, colorful, and appropriate for each unit.

c) Outdoor learning activities were acceptable enough to be applied in the

design.

d) The designed materials were suitable for the fifth graders.

e) The designed materials provided nice examples and simple dialogues.

f) The designed materials offered nice display.

2. The participants’ suggestions

a) It would be better to give an example on each activity or exercise so that the

students understand what they should do.

b) It would be better to add some exercises because the previous exercises

were not enough to cover the time allocation.

c) It would be better to change some words in the instructions so that the

students understand what they should do.

d) The writer should notice the grammar errors which arose in the designed

materials such as the punctuations.

7. The Implementation of the Designed Materials

The writer tried out the designed materials on the students. The

implementation was conducted in order to know how well the designed materials

for the students. After the implementation had finished, the writer distributed the

questionnaire to the students in order to get feedback and response torward the

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Table 4.7. The Result of The Implementation Questionnaire

No Question

Number of Students and its percentage

Yes % No %

1. Are the materials and the exercise

interesting? 30 85. 7 5 14. 3

2. Does the teacher explain the materials

clearly? 32 91. 4 3 8. 6

3. Are outdoor learning activities very

interesting? 35 100 0 0

Are the lessons easier to be understood or remembered if conducted outside the classroom?

33 94. 3 2 5. 8

5. Does not outdoor learning activity make

you bored to learn English? 33 94. 3 2 5. 8

6. Do you agree if outdoor learning activity

frequently conducted? 35 100 0 0

Based on the results above, the writer found information that 30 students

or 85,7% argued that the materials and the exercises are interesting. In the second

question, thirty two students (91, 4%) answer “yes”. It showed that the teacher

explains the materials clearly. However, 8, 6% of the students do not agree with

the way the teacher explains the materials. All of the students (100%) answered

that outdoor learning activities are interesting. In the fourth question, the 94, 3%

of the students answered that the lessons will be easier to be understood and

remembered if conducted outside the classroom. In the next question thirty three

students admitted that outdoor learning activities lose their boredom in learning

English. All of the students agreed that outdoor learning activities should be

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E. Listen to the dialogue read by the teacher and repeats.

Anggi : “ Hi, Intan. You look so pale, are you OK?” Intan : “ Hii, I’m OK, but I’m very hungry.” Anggi : “Why don’t you go to canteen?”

Intan : “I’m afraid to go to the canteen alone. Do you mind to accompany me?

Anggi : “No, of course not. I also want to buy some snacks.” Intan : “Shall we go to the canteen right now?”

(2)

F.Identify the expression of showing location. Then, practice the dialog with your friend.

Let’s Play a Game

Let’s Speak

Andi : Bu Minah, where is the potato chips? Seller : It is beside the candies.

Andi : OK. How about the fries? I want to buy it. Seller : It is beside the nuggets.

Andi : I think that’s all’’, Bu Minah. How much are they?

Seller : The potato chips is two thousands rupiahs and the fries is one thousand rupiahs.

Andi : Here it is five thousands rupiahs.

Seller : OK, it is your change two thousands rupiahs. Thank you very much.

Andi : You’re welcome.

Misery Foods Rules:

1. The students given some clues about the misery food 2. The students must find the food based on the clues 3. The students go to the mini canteen designed by the

teacher

4. The students must use English to get the food from the seller

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Meeting 3 BC 7.1.

G. Read aloud the dialog, please. Then, discuss it together.

H. Read the dialogue and answers the questions below. Sely : Have you done your breakfast this morning?

Nimas : No, I haven’t. I was in hurry this morning. Sely : It’s OK. I will treat you some snacks today. Nimas : Are you sure?

Sely : Yes of course. Today is my birthday. Nimas : Thank you very much.

Let’s Read

Hendra : “Kiki, I’ll treat you in the canteen.”

Kiki : “OK. Thanks for the treat. Let’s go to the canteen.” Hendra : “Let’s go.”

Kiki : “Can I help you?”

Hendra : “ I’d like to have fried rice and iced tea, how about you?”

Kiki : “I want to eat fried noodle and lemon tea. Seller : “OK, wait a minute.”

Hendra : “How much are they?” Seller : “Rp 8000, 00 for all.”

Hendra : “Here is the money. Thank you.” Seller : “ You’re welcome.

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Sely : You’re welcome. Let’s go to the canteen now. Seller : Can I help you?

Sely : I want a strawberry donut and a pack of chocolate milk. Seller : OK. Wait a minute. How about you Nimas?

Nimas : I want a nugget and a glass of tea. Seller : This is your nugget and tea. Sely : How much are they?

Seller : I t is seven thousands rupiahs

Sely : Here is the money. Thank you very much. Seller : You’re welcome.

The questions:

1. Today is Sely’s birthday. True / False 2. Nimas treats Sely some snacks. True / False 3. Sely wants a strawberry donut and strawberry milk. True/ False 4. Nimas wants a nugget and tea. True / False 5. The total is Rp 7.000,00. True / False

I. Look at the pictures and listen to your teacher. Let’s Write

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J. Rewrite the sentences correctly.

K. Write your responses, please.

1. A : Today is my birthday. I will treat you some snacks. B :

A : You’re welcome.

2.A : I bought two cakes this morning. I will give you one cake. B :

C : It’s Ok. 3. A : I will buy an ice cream for you.

B :

C : You’re welcome.

THANKS FOR THE TREAT

_!

THANK YOU FOR THE CAKE!

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1. Food = makanan 2. Breakfast = sarapan 3. Eat = makan 4. Nuggets = nugget 5. Candies = permen 6. Like = menyukai 7. Donut = donat 8. Ice cream = eskrim 9. Fried rice = nasigoreng 10.Fried noodle = miegoreng 11.Fried chicken = ayamgoreng 12.Ice tea = esteh 13.Milk = susu 14.Mineral water = air putih 15.Ice juice = es jus 16.Tempura = tempura 17.Canteen = kantin 18.Beside = di samping 19.Treat = mentraktir