Designing a set of english vocabulary materials for the second grade students of Kanisius Notoyudan elementary school in Yogyakarta using task-based learning.

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DESIGNING A SET OF ENGLISH VOCABULARY MATERIALS FOR THE SECOND GRADE STUDENTS OF KANISIUS NOTOYUDAN ELEMENTARY SCHOOL IN YOGYAKARTA USING TASK-BASED

LEARNING

A Thesis

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

in English Language Education

Henry Koesasih Student Number: 011214097

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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A Sarjana Pendidikan Thesis on

DESIGNING A SET OF ENGLISH VOCABULARY MATERIALS FOR THE SECOND GRADE STUDENTS OF KANISIUS NOTOYUDAN ELEMENTARY SCHOOL IN YOGYAKARTA USING TASK-BASED

LEARNING by

Henry Koesasih Student Number: 011214097

April 13, 2007

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A Sarjana Pendidikan Thesis on

DESIGNING A SET OF ENGLISH VOCABULARY MATERIALS FOR THE SECOND GRADE STUDENTS OF KANISIUS NOTOYUDAN ELEMENTARY

SCHOOL IN YOGYAKARTA USING TASK-BASED LEARNING by

Henry Koesaih

Student Number: 011214097

Defended before the Board of Examiners on April 27, 2007

and Declared Acceptable

Board of Examiners Chair Person : Agustinus Hardi Prasetyo, S.Pd., M.A. Secretary : Drs. P. G. Purba, M.Pd.

Member : C. Tutyandari, S.Pd., M.Pd.

Member :F.X. Ouda Teda Ena, S.Pd., M.Pd. Member : Y. Veniranda, S.Pd., M.Hum.

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis which I wrote does not contain the works or part of the works of other people, except those cited in the quotations and bibliography, as a scientific paper should.

Yogyakarta, April 27, 2007 The writer,

Henry Koesasih 011214097

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ACKNOWLEDGEMENTS

First of all, I would like to thank Jesus Christ for always being by my side and giving me a chance to live with endless blessing, grace, and also power to finish my study.

I would also thank people, whom help me in finishing this thesis. I realize that without any help from them, I would never have finished my study. Therefore, I would like to express my highest gratitude to my major sponsor, C. Tutyandari S.Pd., M.Pd., for her time, suggestions, kindness, and patience to help me finish my thesis, and my co-sponsor F.X. Ouda Teda Ena S.Pd., M.Pd., for his assistance and guidance on every word of my thesis. My appreciation also goes to the teaching and secretariat staff in English Language Education Study Program.

My next deepest gratitude goes to my mother, Theresiana Subintari. I would like to thank her for her hard work, endless prayers, support, patience and love. I would also like to thank my brother, Antony Evenly S.Psi. I thank him for his support, affection and financial help so I was able to finish my study. I also thank my sister, Chyntia Octaviana for her support during my study time. Moreover, I would like to express my deepest apology to my mother and brother because I took too much time to finish my study.

My next gratitude goes to the Headmaster of Kanisius Notoyudan Elementary School for giving me a chance to take the subject for my design. I

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thank Mbak Nana and Monica Trias Arumi. I thank them for their advice, experience and idea that help me much finish this thesis.

I thank my friends, Ratih and Herpin for always being my best friends and for the great experience during study time. I knew and learnt so many things dealing with life from them. I thank my friends Ale, Catur and Krisna. I thank them for always sharing me the experience and knowledge which are very useful for me. I thank Cicil and Sanaha for always being my companion and giving me suggestions in finishing this thesis.

I also thank Sunny, Ratna, Tia, Ita, Pipit, Nucy, Jete, Yuke, Ayie, Michael, Thesa, Timmy and Damar for all beautiful and fun experiences.

My deepest gratitude also goes to my lovely Nur Rina Prihastuti. I thank her for her endless love, patience, prayers, time, and suggestions. It is impossible for me to finish this thesis without her by my side. Moreover, I thank her for always cheering me up when I am down and for always being my inspirations in this life.

Last but not least, my gratitude also goes to PBI’ 01, my friends and my relatives, whom I cannot mention one by one, for the nice friendship we had together.

Henry Koesasih

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

PAGE OF APPROVAL ... ii

PAGE OF ACCEPTANCE ... iii

STATEMENT OF WORK’S ORIGINALITY ... iv

PAGE OF DEDICATION ... v

ACKNOWLEDGMENT ... vi

TABLE OF CONTENTS ... viii

LIST OF FIGURES ... xi

LIST OF TABLES ... xii

ABSTRACT ... xiii

ABSTRAK ... xiv

CHAPTER I: INTRODUCTION ... 1

A. Background ... 1

B. Problem Identification ... 3

C. Problem Limitation ... 3

D. Problem Formulation ... 4

E. Research Objectives ... 4

F. Research Benefits ... 5

G. Definition of Terms ... 6

CHAPTER II: LITERATURE REVIEW ... 8

A. Theoretical Description ... 8

1. Teaching Learning Vocabulary ... 8

a.The Importance of Vocabulary ... 8

b.Vocabulary Selection ... 9

c.Teaching Techniques ... 10

d.Learning Vocabulary ... 11

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2. Young Learners ... 12

a. The Characteristics of Young Learners in the Elementary School ... 13

b. Principles of Teaching Young Learners in the Elementary School ... 15

3. Instructional Design Models ... 17

a. Kemp’s Model ... 17

b. Yalden’s Model ... 20

4. Task-Based Learning ... 22

a. Task ... 22

b. Four Conditions for Language Learning ... 24

c. Task-Based Learning ... 27

d. Task-Based Learning for Beginners and Young Learners ... 32

B. Theoretical Framework ... 35

CHAPTER III: METHODOLOGY ... 39

A. Research Methods ... 39

1. Pre-design ... 39

2. Materials Development ... 40

3. Post-design ... 41

B. Respondents of the Research ... 41

1. Pre-Design Respondents ... 42

2. Post-Design Respondents ... 42

C. Instruments of the Research ... 43

1. Pre-Design Instruments ... 43

2. Post-Design Instruments ... 45

D. Data Gathering ... 45

E. Data Analysis ... 46

1. Pre-design as the Needs Survey ... 46

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2. Post-design as the evaluation of

the designed materials ... 47

F. Research Procedures ... 49

CHAPTER IV: RESULTS AND DISCUSSION ... 51

A. The Steps in Designing the Vocabulary Materials ... 51

B. Survey Results ... 58

C. Discussion on the Designed Materials ... 65

D. The Presentation of the Designed Materials ... 66

CHAPTER V: CONCLUSION AND SUGGESTIONS ... 68

A. Conclusion ... 68

B. Suggestions ... 69

BIBLIOGRAPHY ... 71

APPENDICES ... 73

Appendix A : Permission Letter ... 74

Appendix B : Questionnaire for Elementary School Teachers ... 75

Appendix C : Interview Questions for the Kanisius Notoyudan’s Instructor ... 79

Appendix D : Designed Materials Evaluation Questionnaire ... 80

Appendix E : Gambaran Umum Materi ... 83

Appendix F : Lesson Plan ... 87

Appendix G : Teacher’s Hand Book ... 100

Appendix H : Designed Materials ... 121

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LIST OF FIGURES

Page

Figure 2.1: Kemp’s Model of Instructional Design ... 20

Figure 2.2: Language Program Developments ... 22

Figure 2.3: A framework for Analyzing Communicative Task ... 24

Figure 2.4: Four Conditions for Language Learning ... 27

Figure 2.5: Task-Based Learning Framework ... 33

Figure 2.6: Task-Based Learning Framework for Beginners and Young Learners ... 35

Figure 2.7: The Steps Used to Design the Set of Instructional Materials in This Study ... 38

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LIST OF TABLES

Page

Table 3.1 : The Result of the Questionnaire of Needs Survey (Blank) ... 46

Table 3.2 : The Result of the Informal Interview (Blank) ... 47

Table 3.3 : The Descriptive Statistics of Respondents’ Opinion (Blank) .. 48

Table 4.1 : The Learning Objectives of Each Topic ... 54

Table 4.2 : The Result of the Needs Analysis ... 59

Table 4.3 : The Result of Interview ... 61

Table 4.4 : The Description of the Respondents ... 62

Table 4.5 : The Descriptive Statistics of the Respondents’ Opinion ... 63

Table 4.6 : The Presentation of the Designed Materials ... 66

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ABSTRACT

Koesasih, Henry. 2007. Designing a Set of English Vocabulary Materials for the Second Grade Students of Kanisius Notoyudan Elementary School in Yogyakarta Using Task-Based Learning. Yogyakarta: English Education Study Program, Sanata Dharma University.

This study aims to design a set of vocabulary materials for the second grade students of Kanisius Notoyudan elementary school in Yogyakarta using Task-Based Learning (TBL). There are two questions formulated in the problem formulation. The first question is about how to design a set of vocabulary materials for the second grade students of KanisiusNotoyudan elementary school in Yogyakarta using Task-Based Learning (TBL). The second question is related to the presentation of the designed materials. In order to answer the two questions, the writer conducted research for the learners’ need analysis and also designed materials evaluation by means of questionnaires.

The writer adapted some steps from Kemp, and Yalden’s instructional design models to construct a new model in order to answer the first question. The writer applied seven steps to develop this designed materials. They are 1) Conducting Learners Needs Analysis, 2) Considering Goals, Topics and Learning Objectives, 3) Listing Subject Content, 4) Selecting the Teaching and Learning Activities, 5) Designing the Materials, 6) Evaluating the Designed Materials, 8) Revising the Designed Materials.

To answer the second question, the writer presents the final version of the designed materials after making some revisions and improvements based on results of the designed materials evaluation survey. There are nine units presented in the designed materials. They are Good Morning My Friends, My A B C, Counting Numbers, My Colorful Balloons, Animals, My Favorite Fruits, Funny faces, My Happy Family and Review. Each unit consists of three parts except for the review as the last topic. They are Let’s begin!, Let’s practice and Let’s finish the lesson.

From the designed materials evaluation survey, the average point of the Mean (M) is 4.05. This result shows that the designed materials are acceptable and appropriate for the second grade students of Kanisius Notoyudan elementary school.

Finally, it is hoped that the designed materials will help the second grade students of Kanisius Notoyudan elementary school improve their English vocabulary mastery through the tasks and activities provided in the designed materials. The writer also hopes that the designed materials give contributions to the English teachers and the future researchers.

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ABSTRAK

Koesasih, Henry. 2007. Designing a Set of English Vocabulary Materials for the Second Grade Students of Kanisius Notoyudan Elementary School in Yogyakarta Using Task-Based Learning. Yogyakarta: Program Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Studi ini bertujuan untuk merancang materi pembelajaran vocabulary untuk siswa kelas dua SD Kanisius Notoyudan di Yogyakarta dengan menggunakan Pembelajaran Berbasis Tugas (PBT). Ada dua permasalahan yang dikemukakan dalam studi ini. Permasalahan pertama adalah bagaimana merancang materi pembelajaran kosakata untuk siswa kelas dua SD Kanisius Notoyudan dengan menggunakan Pembelajaran Berbasis Tugas (PBT). Permasalahan kedua adalah bagaimana menyajikan materi tersebut.

Penulis mengadaptasi beberapa langkah dalam model Kemp dan Yalden untuk merancang satu model instruksional baru untuk menjawab permasalahan pertama. Penulis menerapkan tujuh langkah yang diambil dari kedua dalam model tersebut. Langkah-langkah tersebut adalah survey kebutuhan, menentukan tujuan dan topik pengajaran, menentukan isi pengajaran, memilih aktivitas pembelajaran, merancang materi, evaluasi dan memperbaiki materi dari hasil evaluasi.

Untuk menjawab permasalahan yang kedua penulis mempersembahkan versi akhir dari design materi yang telah direvisi dan dikembangkan berdasarkan hasil dari evaluasi materi tersebut. Materi ini terdiri dari delapan unit, dan unit-unit tersebut adalah Good Morning my Friends, My A B C, Counting Numbers, My Colorful Balloons, Animals, My Favorite Fruits, Funny faces, My Happy Family dan Review. Setiap unit terdiri dari tiga bagian kecuali pada review sebagai topik terakhir. Bagian-bagian tersebut adalah Let’s begin, Let’s practice

dan Let’s finish the lesson.

Dari hasil survei evaluasi materi, nilai rata-rata Mean (M) adalah 4.05. Hasil tersebut menunjukkan bahwa desain materi tersebut dapat diterima dan digunakan untuk mengajarkan kosakata pada siswa kelas dua SD Kanisius Notoyudan.

Akhirnya, rancangan materi tersebut diharapkan dapat membantu siswa kelas dua SD Kanisius Notoyudan untuk menyelesaikan tugas, menyanyikan lagu dan memainkan permainan untuk meningkatkan penguasaan kosakata dalam Bahasa Inggris. Penulis juga berharap desain materi ini juga memberikan kontribusi pada guru bahasa Inggris dan para peneliti yang akan melakukan penilitian lebih lanjut.

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CHAPTER I INTRODUCTION

In this study, the writer designs a set of vocabulary materials for the second grade of Kanisius Notoyudan elementary school using Task-based Learning. The writer divides this first chapter, into seven parts. Those are Background, Problem Identification, Problem Limitation, Problem Formulation, Research Objectives, Research Benefits and Definition of Terms.

A. Background

As a system of sounds and words, a language holds the most important aspect to communicate feeling and thought (Oxford, 1991: 233).Thus, it will be very difficult for human beings to understand each other without language. One of the languages that is widely used and considered important is English.

Knowing the importance of English, Indonesian government puts English as the first foreign language to be taught in formal schools. It is expected that by learning English in school, the students will grow into more secure, more contributory and more total member of the society (Broughton at all, 2001: 10).

The Indonesian government has attempted to put English as a local content that begins from the fourth grade of elementary school. On the other hand, there are schools which take their own policy to teach English from the first grade or even kindergarten. The policy is taken to give students longer chance in learning English than if it is started in the fourth grade.

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Another important reason to start teaching English in the early level of education is that the success of a second language learning is often related to the age of the learners. Students in the elementary school belong to young learners who are still in critical period. Critical period is a period between births to puberty (age 1 up to 13) when children must learn a language or it becomes much more difficult to learn a language after this critical period (Oksaar, 1983: 147). Within this period, the left hemisphere of the brain is still opened. The left hemisphere of human brain is normally the location of the abilities needed for the use of a language. Hence, it is easier to acquire a language for children when they are still in the critical period.

Dealing with teaching children, it is important to pay attention on words or vocabulary. Carol as quoted in McKeown book (1987: 1) agrees that the primary task of the school related to language learning is to teach vocabulary. The earlier children learn vocabulary, the easier they learn the language. Therefore, having a large amount of vocabulary can support the learners to learn the other elements and skills of language.

Starting to teach English vocabulary for young learners must be followed by understanding their mental growth. It is taken as important consideration because children require special technique by playing and memorization (Lado, 1967:54). Developing attractive materials which is suitable with students’ mental growth can build students’ motivation in learning English.

Providing attractive material for young learners cannot be separated from developing tasks in the classroom because learners participate and encounter language teaching activities through tasks presented and used (Cadlin, 1987: 1).

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By completing a task, the students have a great opportunity to treat their second language acquisition and knowledge.

Based on the fact that a set of vocabulary materials for young learners which uses task-based learning is still rarely used, the writer would like to design a set of English instructional materials to teach vocabulary for the second grade of elementary school students, who are still considered as young learners using Task-Based Learning. The result of the study hopefully can be used to enrich the existing materials and can fulfill students’ needs in learning vocabulary especially children in the second grade of elementary school.

B. Problem Identification

Dealing with children, teacher should understand that they are easily disturbed and difficult to concentrate. Children prefer to do whatever they want to do than to listen to the teacher’s explanation. Teacher’s explanation is considered boring. Once students get bored, they start to ignore the lesson. Thus, it is important to avoid boredom and keep students’ attention to learn English.

Designing interesting materials which are expected to build students’ interest and motivation is important. Combining attractive activities which emphasizes on vocabulary mastery by giving the students interesting tasks is to reduce students’ boredom and to build their motivation in learning English. Therefore, the activities and the tasks should be simple and easy to be understood by children.

C. Problem Limitation

The focus of this research is on designing a set of English vocabulary materials for children in the second grade of elementary school using Task-Based

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Learning. The materials hopefully provide activities and tasks that are suitable with the mental growth of children in the second grade of elementary school. The second grade of Kanisius Notoyudan elementary school students are chosen, since this school starts to teach English in the kindergarten level. To know the students’ needs, interests, difficulties, and also abilities that should be developed, the writer distributed questionnaires to ten English instructors who teach young learners in the elementary school from the first up to third grades, interviewed English instructors to gather information about their way to teach and did class observation to get the experience in teaching young learners in the second grade of elementary school.

D. Problem Formulation

Dealing with designing the English instructional materials for teaching English vocabulary to the second grade of elementary school using Task-Based Instruction, the problems in this study can be formulated as follows:

1. How is a set of vocabulary instructional materials using Task-Based Learning for the second grade of Kanisius Notoyudan elementary school students designed?

2. What does the designed set of vocabulary instructional materials using Task-Based Learning for the second grade of Kanisius Notoyudan

elementary school students look like?

E. Research Objectives

This research is conducted to answer the questions stated in the problem formulation. The objectives of this research are:

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1. To find out the way how to design a set of instructional vocabulary materials using Task-Based Learning that is suitable for the second grade of Kanisius Notoyudan elementary school students.

2. To design the instructional vocabulary materials using Task-Based Learning that is suitable for the second grade of Kanisius Notoyudan

elementary school students.

F. Research Benefits

This research is expected to give clear answers to the problems stated in the problem formulation. Hopefully, it will also give some benefits especially for:

1. Children in the second grade of elementary school

As a local content, it will help them know English earlier. The designed materials are hopefully to give them new experience in learning English especially in improving their vocabulary mastery so that they will be ready to learn English in the higher level.

2. Second Grade of Elementary School Teachers

Teachers who are likely to be involved in teaching English may consider it as their reference. It can be used as an alternative to teach English to their students.

3. Other researchers

The researcher expects that this designed materials will be useful for those who want to do similar research, they can use it as their references.

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G. Definitions of Terms

1. Vocabulary

According to Hornby in the Oxford Advanced Learners’ Dictionary of Current English (1991:461), vocabulary is the total number of words that make up a language and list of words with their meaning especially which accompanies a textbook in a foreign language. In this study, vocabulary refers to the list of words which closely relates to the children’s daily life.

2. Instructional Materials Design

Walter and Reiser (1989, 62 -67) state that the instructional materials design is as a system which consists of sub-systems to support the overall goal of a system. In this study, instructional materials design means a process that consists of interrelated parts to the achieve goals.

3. Elementary School

Peraturan Pemerintah No. 28 Tahun 1990 states that elementary school is a unit form of basic education which runs a six-year education program. In this study, elementary school is defined as a unit form of basic education where the students have their first formal and compulsory education.

4. Second Grade of Elementary School Students

Second grade of elementary school students means the learners who occupy the second level or class based on their ability and age. In this study, second grade of elementary school students means children who study in the second level of their first formal education level.

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5. Task-Based Learning

Task-Based Learning is one of the developments of communicative approach which takes task as the central in a supportive methodological framework (Willis, 1996: 1). In this study, Task-Based Learning is used as a method to facilitate students in learning process through the use of various tasks.

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CHAPTER II LITERATURE REVIEW

In this chapter, the writer discusses the related review as the basis of this study. This chapter is divided into two main parts. The first part is theoretical description and the second part is theoretical framework.

A. Theoretical Description

This section is related to the theories that will support this study. In this section, the writer emphasizes the theories about 1) Teaching and Learning Vocabulary, 2) Elementary School Students, 3) Instructional Design Model and 4) Task-Based Learning.

1. Teaching Learning Vocabulary

Since vocabulary becomes the concern in this study, the writer explains about the importance of vocabulary teaching learning especially for children in this first sub-chapter. There are four parts within this sub-chapter; those are The Importance of Vocabulary, Vocabulary Selection, Teaching Techniques, and Learning Vocabulary.

a. The Importance of Vocabulary

Vocabulary means a total number of words in a language (Oxford, 1993: 461). Thus, vocabulary learning becomes a central to language acquisition whether the language is the first, second or foreign. Furthermore, the interest which emphasizes on the need of systematic and principle approach to vocabulary by both teachers and learners in foreign language learning have grown rapidly in recent years (Decarrico, 2001: 285).

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Moreover, students should learn very large vocabulary when they start to acquire a language because learning a language means learning its vocabulary (Gass, 1999: 325). It is because learning vocabulary deals with lexical items, a number of things and even meaning on the target language. However, it is important for teachers to manage the learners in doing something with vocabulary which is going to be learned since it becomes the biggest part of the meaning of any language (Fan, 2003: 222).

b. Vocabulary Selection

The first priority in vocabulary teaching is to focus on which words that are to be studied (Read, 2004: 148). Thus, teacher has to do selection towards the words that are going to be taught. It is not an easy job because there are differences in linguistic analysis in which the words are based. Moreover, it is better for teacher to select and to classify the words in different categories, for instance verbs are usually more difficult than nouns, and abstract nouns are more difficult than concrete nouns.

Since the subjects of the study are young learners in the second grade of elementary school, the vocabulary mainly will be focused on the concrete nouns. Concrete nouns are easy to be learnt for children because teacher could perform the realia or the picture so that students could have a clear meaning and description of the words. Moreover, presenting the concrete objects will help students to touch, feel, or even smell that it will make the learning process more meaningful.

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c. Teaching Techniques

According to Decarrico (2001: 288), there are two techniques in teaching vocabulary; those are presenting words in the context and teaching a list of words through word association. Presenting vocabulary through context is important in order to provide clues to meaning and to give the students multiple exposures to words which are being learned. Teaching vocabulary in a list of words is rarely used since it is boring.

In addition, there are some techniques that are commonly used in the beginner’s class, those are: using repetition, using word-list, using pictures, using realia, using story, using songs, and using games.

1) Using repetition

The teachers usually read or pronounce the words first and the students will repeat it. Then, the students write down the words and the teachers explain about the meaning.

2) Using word-list

The teacher gives a list of words or vocabulary and its ‘equivalent’ in the native tongue. Memorizing and repeating dominate the learning process. 3) Using picture

Teacher usually brings some pictures of objects with the names of the objects written down below the picture. After the students understand, the teachers will ask the students to mention the name of the picture.

4) Using realia

Facing the real objects is a good way to help students to have clear meaning in their minds. It also makes learning become more meaningful.

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5) Using story

Story is a good technique to teach vocabulary. It will help students to understand the vocabulary in the context. Therefore, the teacher has to be careful in selecting the story, so it will not burden the students.

6) Using songs

The atmosphere of the class will be full of joy by introducing songs in the class. The songs make the students feel relaxed and enjoy the learning. Teachers build comprehension about vocabulary through song indirectly. 7) Using games

Naturally, children like to play games. It will be an interesting technique to teach children by using games.

Combining the techniques above could create an interesting atmosphere in the classroom, and to reduce boredom for children.

d. Learning Vocabulary

Learning as a process by which information is obtained, stored, retrieved and used cannot be separated from what is being learned (Rubin, 1987: 29). Learning vocabulary means a process to obtain, store, retrieve and use the total number of words in a language. Within the vocabulary learning process, there are two kinds of learning processes that should be understood by teachers, those are explicit learning and implicit learning.

1) Explicit Learning

In explicit vocabulary learning, students involve in the activities that directly focus on vocabulary such as memorization a list of words. The activities

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are done primarily to enrich students’ vocabulary knowledge (Decarrico, 2001: 287). This explicit learning creates students’ intentional learning.

The goal of creating students’ intentional learning is to build a large recognition of vocabulary, to integrate new words with old and to provide a number of words through memorization in a list of words. Though it seems to be old-fashioned in the context of task-based learning, Hulstijn (2001: 275- 285) argues that direct words recognition as one component of vocabulary learning especially for beginning and intermediate level.

2) Implicit Learning

Implicit learning brings an incidental vocabulary learning that occurs when the mind is focused elsewhere such as on understanding context or using language for communicative purpose (Decarrico, 2001: 287). In this learning process, learners do not focus on tasks which directly refer to the vocabulary acquisition.

Learning vocabulary from the context and providing communicative tasks are to give a large amount of input to acquire vocabulary. Moreover, the exposure from the context and the tasks given will facilitate the learners to get higher vocabulary acquisition indirectly.

2. Young Learners

The discussion about children as young learners is taken in this sub-chapter because this study is purposed for them. This sub-sub-chapter will be divided into two parts; those are The Characteristics of Young Learners in the Elementary School and Principles of Teaching Young Learners in the Elementary School.

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a. The Characteristics of Young Learners in the Elementary School

According to Cole (1956: 124) children in the elementary school grow and develop during six years in school when children are in the age of 6 – 12 years old. Within this period, there is a big advance of children in both mentally and physically (Mehl, 1950: 20). They grow from infancy to childhood, a period when children enter into a world that they have to make their own decision and solve their own problem.

Children in the elementary school are categorized into two grades. The first three years is called primary grade and second three years is called the intermediate grade. Since the subjects of this study directly relate to children in the first grade, the explanation emphasizes more on the characteristics of children in the first grade. Cole (1956: 125-132) says that children in the primary grades have specific characteristics namely physical characteristics, intellectual characteristics, emotional characteristics, and social characteristics which change in a great advance. The explanations of those characteristics are presented as follows:

1) Physical characteristics

The physical characteristics of children in the primary grades are that children grow rapidly in size and proportion of parts of the body. During the first three years, children grow seven inches taller and fifteen pounds heavier. Although, basically, children in this age are easily exhausted because their nervous and muscular controls are poor, they are very active in doing any kinds of activities such as jumping, running and shouting.

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2) Intellectual characteristics

The intellectual characteristics of the children in this period are that they still have immature mind with a strong fantasy. It is because children in this period only meet a few people and their knowledge of reality is weak. Another important consideration about the children’s intellectual characteristics is that they are easy to have a feeling of insecurity. It makes children like to hear the same story, to play the same games and to do the same things over again. They feel secure to do the same things than to do something which is unfamiliar. Children in this period are also alert and interested in school work, but they are ignorant, undisciplined, and uncertain of themselves.

3) Emotional characteristics

The most obvious characteristic is the lack of self control and inhibition. Children like to do whatever they want to do immediately, for instance, children suddenly cry when they want to cry. Moreover, children have exaggerated fears of all kinds and sorts of things such as winds, thunder, lighting, rain and other natural phenomena. It is common since they have a little knowledge about anything.

4) Social characteristics

During this period children are changing from an individualistic dependent being to an independent socialized individual (Mehl: 1950). Children in this grade share two quite contradicting characteristics. Children are highly individualistic in both interest and desires; on the other hand they are also highly independent upon others. Children begin to separate from their families to live with other children in

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the school environment in which they do not know what to do. On the contrary, they find something new that they need to ask the teachers about the things.

Children in this period also have a great curiosity as the indicator of the cognitive development. They are interested in learning all kind of things and they want to know as many facts as possible about as many different things as possible. Within this period, children are classified in the concrete operational stage which spans the years from 7 to 11 in which a major for any point in cognitive development (Berk, 1994: 243).

b. Principles of Teaching Young Learners in the Elementary School

Basically, elementary school students are expected to get an important basic knowledge to be used in their adolescences (Hurlock, 1960: 146). Therefore, teachers who are responsible to teach in this level should have an understanding of children’s growth and development.

Cole (1956: 317-321) states that there are three methods that can be applied in teaching in the elementary school students, those are study environment, directions for studying and memorizing new words.

1) Study Environment

The first and the main requirement of study is development of environment which is favorable to mental efforts. There are two principles which relate to the study environment. Firstly, teacher should eliminate competing activities in the classroom. Competing activity will distract children because their attentions are poor. Secondly, students in the primary grade should not whisper while other children are supposed to be studying. Whispering is distracting and disorganizing to the children who try to read or think.

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2) Directions for studying

It is important to give a clear direction for the children to study. It covers the teacher’s expectation toward the students’ activity. Giving assignment becomes an important part in teaching learning activities. Teacher can give the students a perfectly clear direction to what they have to do through the assignment.

3) Memorizing new words

Memorizing is commonly used in the primary grade because there are at least three advantages from it. Firstly, teachers could arrange the instructional materials in order to make students memorize in a way they will be used. Secondly, the arrangement of instructional materials enables the students to drill themselves. Lastly, there will be variations of a number of repetitions given to each item depend on the difficulty of each items.

Teachers also need to pay attention to the specific rules in the elementary school (Cole, 1956: 320-321) and the rules are:

a) Do not allow any competing activities to be going on in a classroom in which the children are supposed to study.

b) Do not allow whispering.

c) Give assignments clearly to make students know and understand exactly what they have to do and what the teachers expect them to do.

d) Make the minimum assignment so low that everyone can reach it and also add enough extra work to keep the more capable students busy.

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e) Have the students memorize in isolation those facts which may occur in any number of combinations.

In addition, teacher should understand that children in the elementary school are also language learners who try to make sense of things without understanding everything (Willis, 1996:127). Children enjoy playing games and doing activity-based learning. Children also like to play the same games and to hear the same stories by repetition. Therefore, providing a lot of variety of activities to keep children’s interest and to build their motivation in learning language is important because they are still difficult to concentrate.

3. Instructional Design Models

In conducting this study, the writer puts two instructional models in order to make the material effective and successful. Thus, this sub-chapter explains two instructional design models from Kemp and Yalden that are used by the writer. This sub-chapter consists of two parts; those are Kemp’s Model and Yalden’s Model.

a. Kemp’s Model

The first model is taken from Kemp’s model. Kemp (1977: 6) considers instructional design process is a complex process which must operate in a coherent manner to achieve success in implementing the design. Hence, he suggests eight parts of instructional design plan as follows:

Part 1: Consider goals, topics and general purposes for teaching each topic.

All educations programs are based on broadly stated goals. The goal is important to recognize changes in the needs and interests of the learners. After recognizing the goals of the program, listing topics are important. The topics become the scope

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of the program and the basis for the instruction. Then, general purposes are listed to express the planners’ aims of each topic.

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

In this part, recognizing students as individual learners is important. Thus, teachers should know the characteristics of the learners both physically and psychologically as a group of individual. Teachers must obtain as much information about the learners’ capabilities, needs and interests.

Part 3: Specify the learning objectives to be achieved in terms of measurable students’ behavioral outcomes.

This part explains that learning is outcome of the instruction. It requires active efforts by the learners. Therefore, objectives must be stated in the terms of activities that will help students in their learning process. Objectives tell students goals that must be attained, ideas and skills involved in the instruction given and the expectation of behavior types during evaluation.

Part 4: List the subject content that supports each objective.

Subject content is a part of students’ learning experience. The content must closely relate to the objectives and students’ needs. The subject content consists of the selection and organizing of specific knowledge, skills, and attitudinal factors of any topic.

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

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Determining the student’s background and presenting level of knowledge about the topic are important. It is necessary to eliminate, modify or add objectives after analyzing the result of pre-assessment. The pre-assessment is also used to know what extent each student has acquired for studying each topic and what students have mastered about the subject to be studied.

Part 6: Select the teaching learning activities

Selecting the learning and teaching activities will treat the subject content in order to help the students meet the objectives. In this part, it is important to determine the most efficient and effective methods and then select the materials to provide learning experience for students to achieve the objectives.

Part 7: Coordinate such support services

There are many interrelated elements in any instructional design that should be considered carefully and each needs careful consideration during the appropriate planning step. For instance, budget, personnel, facilities, equipment, and schedules to carry out the instructional plan. These supporting services must be considered at the same time when the instructional plan and the materials are made.

Part 8: Evaluation student’s learning

This is the result of the instructional design plan. Measurement of the learning outcome is done here. Evaluation student’s learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of plan that is significant in order to make improvement.

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Those eight parts above are a flexible process (Kemp, 1977: 9). A designer does not need to start from the first part. Beginning the process with whichever part which is ready can be done by the designer. Every part is interrelated and cannot be spitted up because there is interdependence among each element. This model is a unity. The diagram of Kemp’s models is elaborated in the figure 2.1.

Evaluation Support Services Teaching/ Learning Activities, Resources Pre-assessment Subject Content Learning Objectives Learner Characteristics Goals, Topics, and General Purposes Revise Evaluation Support Services Teaching/ Learning Activities, Resources Pre-assessment Subject Content Learning Objectives Learner Characteristics Goals, Topics, and General Purposes Revise Evaluation Support Services Teaching/ Learning Activities, Resources Pre-assessment Subject Content Learning Objectives Learner Characteristics Goals, Topics, and General Purposes Revise Evaluation Support Services Teaching/ Learning Activities, Resources Pre-assessment Subject Content Learning Objectives Learner Characteristics Goals, Topics, and General Purposes Revise

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

Yalden (1987: 88) offers an instructional design in terms of communicative syllabus to support communication skills. She agrees that examining the overall process of planning a second-language program with syllabus as a very important part of the process. Thus, designer can understand the process of instructional design. The stages of processing an instructional design are:

1) Need survey

Need survey is conducted to analyze the learners’ needs. It identifies the identification of the communication requirement, personal needs, motivations, relevant characteristics, and resources of the learners.

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2) Description of Purpose

The syllabus designer will get direction for describing the purpose of the program after conducting the need survey. The purpose of the language program can be investigated from the two considerations of students’ characteristics and students’ skills on entry to and exit from the program.

3) Selection and development of syllabus program

The choice of syllabus type is done when the general category of a language program has been decided. It can be a proposed range of syllabus from a structural syllabus to a completely learner-centered.

4) Production of the Proto-syllabus

At this stage description of the contents is conducted in accordance with the type of syllabus. The designer should also remember the purpose of the program that the specification of syllabus contents will be taken accordingly.

5) Development of the pedagogical syllabus

Development of specification teaching, learning and testing approaches is done in this stage. Therefore, the production of proto-syllabus will be completely developed.

6) Development and implementation of classroom procedures

In this stage, development of classroom procedures should include selection of classroom procedures, preparation of lesson plan, and preparation of weekly schedules. It should bring a significant change in the teacher’s role. The teacher should regard himself as a facilitator than a leader. The classroom procedures, therefore, are conducted based on the learner’s activities.

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7) Evaluation

Evaluation can be done at every stage that enables the designer to revise the type and content of the syllabus. It consists of the evaluation of the students, the evaluation of the program, the evaluation of the teaching.

8) The recycling stage

The last stage is important to measure the congruence between goal set and students’ performance to reassess content and to revise the material and methodological procedures.

The diagram of the Yalden’s model is shown in the figure 2.2.

Figure 2.2 Language Program Developments (Yalden, 1987: 88)

4. Task-Based Learning

Since Task-Based Learning becomes the methods in this study, the deeper explanation is elaborated in this sub-chapter. This sub-chapter consists of four parts; those are Task, Four Conditions of Language-Learning, Task-Based Learning and Task-Based Learning for Beginners and Young Learners.

a. Task

It is important to start the discussion by giving the general opinion about what the meaning of task is. Nunan (1989, 5-6) states two different kinds of tasks, those are: real-world task and pedagogic task.

1. “Real-world task” as non-technical and non-linguistic task. A task is a piece of work undertaken for oneself or for others freely or for some rewards, for

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instance: painting a fence, buying a pair of shoes and taking a hotel reservation.

2. “Pedagogic task” as what the learners will do in the classroom. A task is an activity or action which is carried out as a result of processing or understanding language, for instance: drawing a map while listening to the teacher’s instruction in the classroom.

The term of pedagogic task is used further because this study is related to the classroom activities which are done by students. Concerning with the pedagogic task, it is important for teacher to understand the importance of task. It means that teachers have to understand how to create good tasks and its role since it can not be separated from the teaching learning activities in the classroom.

Moreover, there are, at least two important reasons for teachers to design a good tasks. Firstly, a task requires the students to use language in order to attain the objective (Skehan, 2003: 3). Secondly, a task also provides learners big opportunity to interact with language use in the natural context (Larsen-freeman, 2000: 144).

In addition, Nunan (1987:10) also argues the term of communicative task as a piece of classroom work which involves learners in comprehending, manipulating, producing, or interacting in the target language while their attention is principally focused on meaning than form. There are components which build the communicative task; those are goals, input, activities, teacher role, learner role and setting. A goal becomes the general intentions behind any learning tasks. Input is data which might be verbal or non-verbal that learners work with in completing the tasks.

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Activities are stated based on the input data for students in accomplishing the goals of the tasks. Teacher and learner role are the part in which teacher and learner are expected to play in carrying out the tasks. Setting of the task refers to the classroom arrangement specified and implied in the task given.

Figure 2.3 a Framework for Analyzing Communicative Task (Nunan, 1989: 12)

b. Four Conditions for Language Learning

The four conditions of language learning is taken as a part of the discussion because whatever methods are thriving in language teaching, there must be certain condition that should be selected as a consideration to stimulate learning. Willis (1996:11) proposes a model of condition that should be met in order to acquire the target language. There are four conditions in language learning to give students a lot of opportunity in experiencing the target language, those are: language exposure, language use, motivation, and instructions.

Language exposure, language use, and motivation are essential. Without one or even two of those three components, students will not have big opportunity in experiencing the target language. The instruction is considered as desirable because students can learn a language outside the classroom. The further explanation of those four conditions is described below:

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1) Language Exposure

Giving language exposure to students is to make sense in whatever inputs given. It might involve listening, reading or both. Moreover, the learning process within this language exposure might be conscious or subconscious. The exposure gives students example in getting meaning and observing how others express the meanings that students want to be able to express.

Language teacher needs to pay careful attention in selecting inputs. The quality of the input is taken as the first consideration, for example giving the students variety of types of language use. It will give students experience toward the language variety that may increase students’ motivation.

2) Language Use

The goal of most methods in foreign or second language teaching is to teach the students to communicate in the target language (Larsen- Freeman, 2000: 121). Thus, it is impossible not to give students chance to make the real use of the target language itself.

The internalized process in using the language helps students to create their own understanding. Students should be put in a setting they are risk-takers (Breen and Cadlin, 1980 as quoted in Wisnu 2006:15). The process of making an error is considered as natural. The more important point is that students experience the target language in variety of situation.

3) Motivation

Motivation is needed in whatever people want to get their goal. In accordance with language learning, motivation can be integrative, purely

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instrumental or both (Willis, 1996:14). Integrative means the motivation is built to get involved in the community where the target language is spoken purely. Instrumental means target language as a means to get certain goals.

On the other hand, teacher usually finds that students do not have long personal motivation. Learning English is considered as a subject that should be followed as the part of curriculum. Therefore, teacher has to select topics and activities that serve to motivate in the short term.

The activities are chosen to stimulate interest and involvement by students. The involvement of students is expected to bring success and satisfaction in the students’ development process. Once students get satisfaction through their own effort, it influences the students to participate next time.

4) Instruction

Instruction is desirable since it does not change the learners’ developmental change (Willis, 1996: 15). Although instruction can, both speed up the rate of students’ language development and increase students’ attainment, the participation of sufficient exposure and suitable condition are really needed.

The benefit of instruction is that students notice specific feature of the target language. It can give students the opportunity to process grammatical and lexical patterns. (Willis: ibid). Moreover, instruction aids learning if it is intended for controlled performance.

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Figure 2.4 Four Conditions for Language Learning (Willis, 1996:11) c. Task-Based Learning

The starting point to discuss Task-Based Learning is about the background of the Task-Based Learning itself. During 1970’s there was new consideration within language teaching to embrace communicative approach (Brumfit and Johnson, 1979). This condition influences teaching activities which emphasize more in meaning than in form. The focus on language teaching is not only given in language structure anymore but also the accompanied of ability to express meaning in target language.

Therefore, the importance of developing students’ ability to understand and to express meaning in the target language become the core of language teaching pedagogy as the goal of communicative competence (Savignon, 2001: 13). In order to achieve the communicative competence, task-based learning appears as development of Communicative Language Teaching which the stress is given in providing learners with natural context for language use (Larsen-Freeman, 2000:137).

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Moreover, Task-Based Learning creates how tasks can be used as the central focus in a methodological framework to create a real purpose for language use. Students prepare for the tasks, report back after the tasks, and then study the language that arises naturally out of the task cycle and its accompanying materials (Willis, 1996:1).

The concern of Task-Based Learning puts on the language learning, and task appears for the problem solving negotiation between knowledge that learners hold and acquire new knowledge (Cadlin and Murphy, 1987:1). The teaching techniques which are used in task-based learning are not very different from ordinary mainstream language teaching. The differences lie in the ordering and weighting the activities, there is a greater amount of students’ activity. Task-Based Learning provides the students with the motivation to improve and to build meaning by the language they already have.

The process of completing the task gives students a big amount of opportunity to interact. The interaction functions to facilitate language acquisition when students have to understand each other and to express their own meaning. The exchanging information through the interaction enables students to interact not only with the task but also with other students. Interaction among the students can be facilitated by making group in finishing the tasks. Moreover, the use of group work in finishing task also brings advantages, as follows (Willis, 1996:35):

a) It gives learners confidence to try out whatever language they know, or think they know, in the relative privacy of a pair or small group, without fear of being wrong or of being corrected in front of the class.

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b) It gives the learners experience of spontaneous interaction, which involves composing what the students want to say in real time, formulating phrases and units of meaning, while listening to what is being said.

c) It gives learners a chance to benefit from noticing how others express similar meanings.

d) It gives learners chance to practice negotiating turns to speak and to respond the questions.

e) It engages learners in using language purposefully and co-operatively, concentrating on building meaning not just using language for display purposes.

f) It makes learners participate in a complete interaction. Negotiating openings and closings, new stages or changes of directions.

Another important feature of Task-Based Learning is that students are free to choose whatever language form to convey meaning (Willis, 1996: 24). Within this process, teacher must state a specified objective that should be achieved as the outcomes of accomplishing task. The result of this process emphasizes on understanding and conveying meaning in order to complete the task successfully.

The needs of accomplishing the task with specified objectives and outcomes ask teachers to clarify the kind of tasks. Thus, Willis (1996: 28) offers two kinds of tasks, those are close task and open task.

a) Close task is a task which is highly structured and has very specific goals. The instructions are very precise and the information is restricted. There is only one possible outcome and one way to achieve it. For example: Work in pairs

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to find seven differences between two pictures and write down in note form with two minutes as time limit.

b) Open task is a task which is more loosely structured with less specific goals. This kind of task will give more challenge for students to think or even to predict the purpose of the task. On the other hand, teacher is difficult to state a specific objective through this kind of task. For example: comparing memories of childhood journeys, or exchanging anecdotes on a theme.

Willis (1996: 26) also classifies several types of tasks in which there are several processes within the tasks, those are: listing, ordering and sorting, comparing, problem solving, sharing personal experience, and creative tasks. a) Listing

Listing tasks purposes to motivate learners in expressing their ideas. The processes which are involved, those are: (1) Brainstorming to draw learners on their own knowledge and experience and (2) Fact finding to find things out by asking each others, or referring to books or movie given.

b) Ordering and Sorting

There are four processes which are involved are: (1) Sequencing items, actions or events in a logical or chronological order, (2) Ranking items according to personal values or specified criteria, (3) Categorizing items in given groups or grouping them under given headings, and (4) Classifying items in different ways, where the categories themselves are not given.

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The processes which are involved are: (1) Matching to identify specific points and relate them to each other, (2) Finding similarities and things in common, and (3) Finding differences.

d) Problem Solving

The process involves learners’ intellectual and reasoning powers. Moreover, the process and time scale mostly depend on the type and complexity of the problems.

e) Sharing Personal Experience

The process encourages learners to talk freely about their personal experience. f) Creative Tasks

The process is built by the combination of the tasks to produce a creative work by the learners

An important aspect in discussing Task-Based Learning is about its framework because only giving many tasks over and over is not the basic idea of Task-Based Learning. The tasks are given as the process within the framework. There are three phases in the Task-Based Learning framework and the further explanation can be described, as follows:

a. Pre-Task

This phase is usually the shortest stage in the framework. It introduces the class to the topic, activating topic-related words and phrases. Pre-activity is used to explore the topic of language which actively involves learners, gives the students relevant exposure and creates interesting situation in doing a task.

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b. Task-cycle

This stage offers the learners the chance to use whatever language they already know in order to carry out the task. Then, the students improve that language, under teachers’ guidance. Feedback from teacher comes when the students really want it.

c. Language Focus

Language focus allows a closer study of some features occurring in the language used during the task-cycle. Thus, the learners will have already worked with the language and processed it for meaning.

In spite of the focus on Task-Based Learning is students who actively finish the tasks; the teacher role also holds an important point in the framework. The role of teacher is a facilitator who is always keeping condition for learning (Willis, 1996:40). Facilitating learning involves balancing the amount of exposure and using the language. In addition, teacher is also course guide, explaining to learners the overall objectives of the course and how the components of task can achieve it.

The framework of Task-Based Learning can be summarized as in the figure 2.5 (can be seen in the page 33).

d. Task-Based Learning for Beginners and Young Learners

Since the designed material is purposed for children, it is important to know how Task-Based Learning can be useful for children. As stated in the previous sub-chapter, basically, Task-Based Learning takes learning as a part of

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the task itself. Thus, students learn to acquire a language in the natural context by doing the activities and tasks.

The importance of acquiring words and phrases becomes the main consideration in The Task-Based Learning for beginners before they start to learn grammar (Willis, 1996: 118). She adds that when someone visits foreign country, the need of dictionary is taken as the first consideration than the need of grammatical book.

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In addition, children learn a language through listening and then begin to produce simple words and phrases. Therefore, tasks for children should provide opportunity to listen and participate in meaning-focused interaction in order to help them acquire new language more naturally.

Giving students a lot of exposure to new language and making the exposure comprehensible are important in accordance with beginners. Otherwise, beginners still feel shy to use the new language in front of other students. Thus, teacher has to consider affective factor which appreciates whatever language they have. The use of group work and its advantages as stated in the previous sub-chapter also help beginners to reduce fear in learning language.

In addition, Willis (ibid) also states that in teaching beginners, teacher gives priorities in, first, establishing a relaxed, and anxiety free atmosphere in the classroom. Second, providing a lot of exposure in which learners can make approximate sense. Third, building on what they know, but without expecting perfection. Fourth, avoiding to force students speaking at the first time. Fifth, reassuring students of their progress, and generally boosting their confidence.

Since teaching children is different from teaching adults, the framework of Task-Based Learning is also different. The differences are put on; firstly, exposure as one important component in language learning gets a larger proportion. It makes the pre-task is longer and the task-cycle is shorter. Secondly, the cycle consists of short tasks rather the long one because students are less confident. Thirdly, the language focus concentrates on words and phrases.

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The framework of Task-Based Learning for Beginners and Young Learners can be summarized as in the figure 2.6.

Figure 2.6 Task-Based Learning Frameworks for Beginners and Young Learners (Willis, 1996: 116)

B. Theoretical Framework

In this sub-chapter, the writer presents his own instructional design. The instructional design is based on the adaptation of Kemp’s and Yalden’s model. Those two instructional designs are used because there are many interrelated parts in designing the materials and in using only one design model that are considered not enough to support this study for the writer.

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The learners’ needs analysis step is taken from Yalden’s model because Kemp’s model does not use this step. The next steps about considering goals, topics, and learning objectives, listing subject content, selecting teaching and learning activities, evaluating and revising the designed materials are taken from Kemp’s model. Basically, the reason for choosing Kemp’s model is because each step in the Kemp’s instructional design process is flexible. It means that the writer could start and use any steps to make the designed materials which are ready and appropriate with the situation and condition. The further explanation of those seven steps that are used by the writer is explained as follows:

a. Conducting the learners’ needs analysis (Yalden’s model)

The first step in this study is conducting the learners’ analysis to know the learners’ interest, needs, and difficulties in learning English vocabulary. Within this step, the writer also wants to know the general condition of teaching learning in the second grade of elementary school. It is important for the writer, so that the materials which are designed can be suitable with students’ needs.

b. Considering goals, topics, general purposes and learning objectives (Kemp’s model)

Understanding the learners’ interest, needs and difficulties is important to decide the goals of the designed materials. The goal of this study is to help the second grade of elementary school students in mastering vocabulary through teaching learning activities which are designed by the writer. The basis of selecting the topics is from result of the interview with the second grade of

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questionnaire for ten elementary schools instructors who teach in the first up to the third grades.

After considering the goals and topics, the writer formulated the general purposes and the learning objectives in the form of students’ activities in order to achieve the goals of the designed materials. In order to adjust to the new curriculum for elementary school students, the writer changes the terms of goals to competency standard, general purposes to basic competency and learning objectives to achievement indicators.

c.. Listing Subject Content (Kemp’s model)

Listing the subject content is important to achieve the objective that is suitable with students’ needs. It will provide students learning experience (Kemp, 1977: 43). The subject content for each topic is decided based on the objective and students’ needs.

d. Selecting teaching and learning activities (Kemp’s Model)

The next step after getting the information about learners’ characteristics and choosing the goals, topics, general purposes and learning objectives is selecting the teaching-learning activities which can support the students in mastering the vocabulary.

Dealing with the task-based learning as the method in this study, the writer considers Willis’ theory that states that the task can be used as the interaction for students with the second language that they have acquired. Therefore, the task-based learning framework for beginners and young learners are involved in choosing the teaching learning activities in the designed materials.

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e. Designing the materials

In this step, the writer designed the materials based on the result of learners’ needs analysis. It combines with the Task-Based framework for beginners and young learners as the methods.

f. Evaluating the designed materials (Kemp’s model)

Evaluating the designed materials is the next step to know whether the materials are interesting, confusing or difficult to be implemented. It is done by distributing questionnaires to the English lecturers and Elementary School teachers who teach English subject. English lecturers and elementary school teachers have teaching experience. Therefore, their opinions, suggestions, and recommendation will be used to improve the designed materials.

g. Revising the designed materials (Kemp’s model)

Based on the opinions, suggestions, and recommendation from the respondents, the writer revised the designed materials. It is important to revise the materials, so the quality of the designed materials can be improved.

The figure 2.7 shows the writer’s framework in designing the materials. Revising The Designed Materials Evaluating The Designed Materials Designing The Materials Selecting Teaching- Learning Activities Listing Subject Contents Considering Goals, topics, and learning objectives Conducting Learners’ needs Analysis

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CHAPTER III METHODOLOGY

This chapter discusses the research methodology that was used to answer two questions concerning the set of English vocabulary instructional materials as stated in the problem formulation. There are five major points in this chapter; those are research methods, respondents of the research, and instruments of the research, data gathering, and data analysis.

A. Research Methods

In order to obtain the data for this study, the writer conducted an educational research and development since the process is used to develop and validate educational products (Wall, 1983: 772). The research findings became the basis in designing and evaluating the design.

In conducting the research, the writer used survey to obtain the data. Survey research was used because it could gather a relatively large number of cases at a particular time (Best, 1970: 120). Moreover, it requires expert and imaginative planning, careful analysis, and interpretation of data gathered, logical and skillful reporting of findings. There were two survey researches in this study, those are: Pre-design survey and Post-design survey.

1. Pre-design

Pre-design aimed to get all necessary information to support this study. In this pre-design, survey study was done to gather more information about the habits, needs, difficulties, characteristics of the second grade of elementary school

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students from appropriate respondents. It was also used to know the teaching learning condition in the second grade of Kanisius Notoyudan elementary school.

In conducting the pre-design survey, firstly, the writer made some class observations in the second grade of Kanisius Notoyudan elementary school to know the classroom condition during the teaching learning process and to get the experience in teaching the second grade of elementary school. After doing the observations, the writer distributed questionnaires to ten elementary schools instructors who teach in the first up to the third grade. Their experience would be used to gather information about the appropriate topics for young learners and to get the description about teaching learning activities in the elementary school. Then, the writer did informal interview to the second grades of Kanisius Notoyudan elementary schools’ instructors. The interview was used to get the related information about the condition of the second grade of Kanisius Notoyudan elementary school.

Based on the data which were obtained from the pre-design survey, the writer wanted to focus on the students’ needs, the importance of vocabulary, the teachers’ difficulties in teaching English for elementary school students, the real condition of teaching second grade of elementary school in Kanisius Notoyudan,

the functions of tasks in teaching learning activities and the topics for second grade of elementary school students.

2. Materials Development

The data and information which were obtained from pre-design about topics from the elementary school instructors, elementary school instructors’ opinion about the second grade students, general condition of teaching learning

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activities in Kanisius Notoyudan elementary schools and experience in teaching the second grade of elementary school students were combined with Task-Based Learning as the method and became the basic in designing the materials. English books for children and video from Magic English were also used as references to develop the designed materials.

3. Post-design

Post-design aimed to get the opinions and evaluation from the respondents to make some revision and improvement to the designed materials. It is important to get the opinions and evaluation from the respondents to make some revision and improvement to the designed materials. The evaluation was conducted to give the information about:

1. Whether the instructional goals and objectives were formulated properly. 2. Whether the design materials matched with the goals and objectives.

3. Whether the design materials would make the students easier to comprehend the content of the materials.

4. Whether the tasks were appropriate to improve students’ vocabulary mastery. 5. Whether the use of Task-Based Learning was appropriate to reinforce students

in mastering vocabulary.

6. Whether the designed materials could be applied to teach English for the second grade of Kanisius Notoyudan Elementary school.

B. Respondents of the Research

The respondents of this study were divided into two; those are pre-designed respondents and post-pre-designed respondents.

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1. Pre- Design Respondents

The respondents of the pre-design were ten English elementary schools instructors and the two instructors of second grade of Kanisius Notoyudan

elementary school. The reason to choose English instructors who taught in the elementary schools was that their experience and knowledge about teaching in the elementary school could be used to support this study.

Their opinions about the second grade of elementary school students’ characteristics, the general condition of teaching learning in the elementary school and the importance of introducing English in the elementary school would help the writer to design the materials and to choose the appropriate topics.

The second grade instructors’ of Kanisius Notoyudan elementary school were chosen to give the real description about the teaching learning activities and condition in the Kanisius Notoyudan. Their experience in teaching English for second grade of Kanisius Notoyudan elementary school students, opinions, advice and suggestions could also be used to support this study.

2. Post- Design Respondents

The post- design respondents were two English elementary school teachers and three English Education study program’s lecturers in Sanata Dharma University. The reason for choosing English elementary school teachers was because they have experience that could be useful to improve the designed materials. The reason for choosing Sanata Dharma University lecturers as the respondents of the post-design research was because they have a big amount of knowledge and experience to determine the suitable materials for elementary

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school students. Their suggestion and advice were also needed to improve the designed materials.

C. Instruments of the Research

The instruments in this study were divided into two; those are pre-designed instruments and post-pre-designed instruments. The instruments in this study to gather data were interview, questionnaire and observation. Further explanation of each instrument could be described below:

1. Pre-Design Instruments

Pre-design instruments were used before the writer designed the materials. There were three pre-designed instruments used in this study, those are:

a. Interview

Interview was used because it is flexible (Ary, 1979: 174). The direct relationship provided a cooperative atmosphere in which the truthful information could be obtained. The elaboration of each question could be done if the subjects did not really understand the questions. There are two kinds of interview; those are unstructured and structured interviews. The writer used unstructured interview because it is more informal than the structured. Interview, moreover, relaxed atmosphere which is created during the unstructured interview enables to dig deeper information about the respondents’ view, beliefs, opinion, suggestions and advice through free questions given.

The interview was done to the two instructors of second grade of Kanisius Notoyudan. The instructors’ experience and knowledge in teaching the second grade of Kanisius Notoyudan elementary school was useful to obtain the

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information about the teaching learning activities in the second grade of Kanisius Notoyudan elementary school.

b. Questionnaire

The second instrument in gathering the data was questionnaire. The questionnaire enables the writer to gather information from larger respondents (Ary, ibid). The questionnaires were distributed to the ten of elementary schools instructors before the writer designed the materials. It was used to get the general opinion about the importance English for elementary school students, the importance of vocabulary, the difficulties in teaching elementary school students, the importance of task in teaching learning activities and to find the appropriate topics for second grade of elementary school students.

c. Class Observation

The third instrument was class observation. It was used to obtain the complete description of the behavior in a specific natural setting (Ary, 2002: 430). There are two kinds of observation, those are; participant and non-participant observation. Those two kinds of observation were used by the writer.

The participant observation was used to get the experience in teaching the second grade of Kanisius Notoyudan elementary school. The non-participant was used to know the teaching learning activities in Kanisius Notoyudan elementary school and the students’ attitudes in the classroom . The observation was done in the second grade of Kanisius Notoyudan elementary school from the end of July up to in the early of September before the writer designed the materials.

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2. Post-Design Instrument

In post-design instrument, the writer only used questionnaire as the instrument. The questionnaires were distributed to three English lecturers of Sanata Dharma and two Kanisius Notoyudan’s English instructors after the writer designed the materials. The questionnaires were used to evaluate the designed materials. Their suggestions and advice would be used as the consideration to revise the designed materials.

There were two parts of the questionnaire. The first part was to obtain the information about respondents’ identity. The second part is about the respondents’ opinion on the designed materials to make some improvements.

D. Data Gathering

The writer obtained the experience and general teaching learning condition in the elementary school especially in the second grade, students’ need, difficulties and interest from the result of pre-design questionnaires for ten elementary school instructors, interviewed with two second grade of Kanisius Notoyudan elementary school instructors’ and class observation. It was combined with Task-Based Learning to design the materials.

The data of the designed materials evaluation which were contained opinions, ideas, feedback and suggestions about the designed materials were gathered from the designed materials evaluation questionnaire which was distributed to the lecturers of the English Language Education Study Program and

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the Kanisius Notoyudan’s English instructors. It was used to improve the designed materials.

E. Data Analysis

Data analysis is a process of organizing, ordering and summarizing the data into patterns or categories in such a way in order to arrive at the result and conclusions of the research. In analyzing the data, the writer divided the survey into two different parts. They were pre-design as the needs survey and post-design as the evaluation of the designed materials.

1. Pre-design as the Needs Survey

In the pre-design, the data obtained were used as the base in designing the materials. There were two kinds of data obtained from the pre-design; those are the result of the pre-design questionnaire and the result of the interview with two instructors of the second grade of Kanisius Notoyudan elementary school. The classroom observation was used to give the writer experience in teaching children. The data from pre-design questionnaire were analyzed descriptively by counting the number of respondents who chose the items listed. Then the result was put into a table. Then, the data were employed as the base to determine the materials for the second grade of Kanisius Notoyudan elementary school. The table 3.1 is the table for the result of questionnaire of needs survey.

Table 3.1 the Result of the Questionnaire of Needs Survey (blank)

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Eight

Five

6. Yellow

Green

10. Lion

Bear

3. Monkey

Apple

1. Nine

Six

4. Black

Red

2. Mango

Apple

5. Review

9

Put a for the correct answers!

Eye

Nose

7. Father

Mother

8. Hair

Mouth

9. Let’s do!

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Write down the correct answers!

Duffy : Hi, _ _ _ _ afternoon, Silvester. Silvester : Hi, good _ _ _ _ _ _ _ _ _, Duffy. How _ _ _ you?

Duffy : I am Fine, _ _ _ _ _ you. And _ _ _? Silvester : I am _ _ _ _ too.

... ...

...

... ...

.. .. ..

1. This is a w _ t _ _ _ e _ _ _.

What fruit is this?

2.

_ _ _ _ _ _ is Tino

Hello,_ _ _ _ is your name?

3.

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This is a _ _ _ _ _ _ lamp.

This is a _ _ _ .

5. This is number _ _ _ _ .

6. This is a _ _ _ _ .

7. This is a _ _ _ _ _ _ .

8.

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What fruit is that?

That is an _ _ _ _ _ .

9. Name :

Number:

Score

10. F

T

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ABSTRACT

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ABSTRAK

Koesasih, Henry. 2007. Designing a Set of English Vocabulary Materials for the Second Grade Students of Kanisius Notoyudan Elementary School in Yogyakarta Using Task-Based Learning. Yogyakarta: Program Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

dan Let’s finish the lesson.