English vocabulary instructional materials based on the multiple intelligence theory for the seventh grade students of SMP Kanisius Pakem Sleman - USD Repository
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ENGLISH VOCABULARY INSTRUCTIONAL MATERIALS
BASED ON THE MULTIPLE INTELLIGENCE THEORY
FOR THE SEVENTH GRADE STUDENTS
OF SMPKANISIUS PAKEM SLEMAN
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Francisca Ika Septiani
Student Number: 021214108
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I BELIEVE EVERYONE HAS A CHOICE TO BE A PERSON WHO DOES NOTHING, OR A PERSON WHO DOES SOMETHING TO MAKE THE WORLD BETTER. MAYBE YOU CAN’T FIX IT. BUT AT LEAST YOU DIDN’T DO NOTHING. ( ANGELINA JOLIE) my late father Agustinus Tri Antoro (†)
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ACKNOWLEDGEMENTS
First of all, I would like to dedicate my gratitude to God, Jesus Christ, and
Holly Mary for the blessing, love, and the kindness in my life that I could finish my
thesis.I would like to give my great thanks to my major sponsor, C. Tutyandari,
S.Pd., M.Pd. and my co-sponsor Christina Kristiyani, S.Pd., M.Pd. for always
giving me a lot of advice and attention during the process of writing the thesis and give detailed corrections to improve my thesis.
Next, I would like to thank English teachers of Kanisius Pakem Sleman, Ms.
Susi and Ms. Tuti, for their willingness to give valuable suggestions for the designed
materials. I also thank Ratna, Yuda, and Wisnu for their help in doing the task of the material.
Special appreciation also goes to all lecturers of English Language Education Study Program for their kindness and patience. They have given me a lot of valuable experiences during my study in this university. I would also like to thank PBI staffs,
mba Tari and mba Danik for giving good services.
My deeply gratitude goes to my late father Agustinus Tri Antoro (†), I believe he always supported me although he was not here. Many thanks go to my mother Yohana Sumiyati, my sister and brother, Ita and Danang for their love, care,
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I express my special thanks to special person in my life Rina, Tanti, Okta,
Meme, Mas Damar, for the great friendship. I thank for all support, help, care, and
laugh during the moment we have shared together.I never forget my lovely friends in PBI 2002: Arai, Regi, Reni, Grace, Cicil,
Vivin, Dedi, Udjo, Miko, Ila, Niken, Ratri, Mel, Gabo, and Lintang. These people
always supported me to accomplish my thesis. I would like to say thank you for the sad and happy moments to share during our study in university.
My thanks also goes to the teachers and students in Bumble Bee English course. I really enjoy the experience of teaching there. Many thanks go to Frater Edi who give a book “The Secret”. I thank for the motivation and believe that I get from reading the book.
Last but not least, I also thank for those who have given me a hand, whom I have not mentioned.
Francisca Ika Septiani
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI TABLE OF CONTENTS Page
TITLE PAGE .................................................................................................. i APPROVAL PAGES...................................................................................... ii DEDICATION PAGE .................................................................................... iv STATEMENT OF WORK’S ORIGINALITY............................................... v ACKNOWLEDGEMENTS............................................................................ vi TABLE OF CONTENTS................................................................................ vii LIST OF FIGURES ........................................................................................ xi LIST OF TABLES.......................................................................................... xii ABSTRACT.................................................................................................... xiii
ABSTRAK ........................................................................................................ xiv
CHAPTER I: INTRODUCTION ................................................................
1 A. Background of the Study ......................................................................
1 B. Problem Formulation.............................................................................
3 C. Problem Limitation ...............................................................................
3 D. Research Objectives ..............................................................................
4 E. Research Benefits ..................................................................................
4 1. For English teachers............................................................................
4 2. For students of Kanisius Pakem..........................................................
4 3. For other researchers...........................................................................
5 F. Definition of Terms ..............................................................................
5 1. Instructional Materials ........................................................................
5 2. Vocabulary..........................................................................................
5 3. Multiple Intelligence Theory ..............................................................
6 4. Seventh Grade Students ......................................................................
6
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2. Multiple Intelligence Theory .............................................................. 13 a. The Nature of Multiple Intelligence Theory ...................................
13 b. The Eight Intelligences....................................................................
13 3. Characteristics of Junior High School Students..................................
15 a. Social Development ........................................................................
15 b. Emotional Development..................................................................
16 c. Cognitive Development...................................................................
16 4. Vocabulary..........................................................................................
16 a. The Four Key Strands in Vocabulary..............................................
16 1) Vocabulary and Meaning-Focused Input ………………………... 16 2) Vocabulary and Meaning-Focused Output ……………………… 17 3) Developing Fluency with Vocabulary ………………………….. 17 4) Vocabulary and Language-Focused Instruction ………………... 17
b. Principles of Teaching Vocabulary ……………………………… 18 1) Focus on the Most Useful Vocabulary First ……………………. 18 2) Focus on the Vocabulary in the Most Appropriate Way ……….. 18 3) Give Attention to the High Frequency Words Across the Four Strands of a Course …………………………………… 18 4) Encourage learners to reflect on and take responsibility for learning ……………………………………………………... 19
B. Theoretical Framework .........................................................................
19 CHAPTER III: METHODOLOGY ...........................................................
24 A. Research Method ...................................................................................
24
1. Research and Information Collecting ……………………………….. 25
2. Planning ……………………………………………………………… 25
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2. Product Evaluation Instruments..........................................................
29 D. Data Gathering Techniques ..................................................................
30 1. Research and Information Collecting ................................................
30 2. Product Evaluation .............................................................................
30 E. Data Analysis Techniques ....................................................................
31 1. Research and Information Collecting ................................................
31 2. Product Evaluation..............................................................................
31 F. Research Procedure ...............................................................................
33 CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ..............
36 A. The Process of Designing the Material .................................................. 36 1. Doing Needs Analysis...........................................................................
36
2. Determining Standard Competences, Basic Competences, and Topics....................................................................................................
39
3. Determining Indicators ......................................................................... 40
4. Listing Subject Contents ....................................................................... 40
5. Designing the Materials ……………………………………………… 40
6. Selecting teaching-learning Activities ………………………………. 41
7. Evaluating …………………………………………………………… 41
8. Revising ……………………………………………………………… 42
B. The Presentation of the Designed Materials ......................................... 42 1. The Standard Competences, Basic Competences, and Topics .............
42
2. The Indicators ....................................................................................... 46
3. The Subject Contents ............................................................................ 48
4. The Materials ………………………………………………………… 49
5. The Teaching-Learning Activities…………………………………… 50
6. The Evaluation of the designed materials …………………………… 50
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI CHAPTER V: CONCLUSIONS AND SUGGESTIONS .........................
60 A. Conclusions ...........................................................................................
60 B. Suggestions............................................................................................
62 REFERENCES .............................................................................................
64 APPENDICES ..............................................................................................
66 Appendix A. Letter of Permission ..................................................................
67 Appendix B. Interview Guideline, Post-design Questionnaire.......................
70 Appendix C. The Results of Post-design Questionnaire ................................ 78 Appendix D. The Syllabus ………………………………………………… 80 Appendix E. The Lesson Plan ........................................................................ 96 Appendix F. The Learning Activities and Intelligences ................................. 138 Appendix G. English Vocabulary Materials Based on Multiple Intelligence Theory for the Seventh Grade Students of Kanisius Pakem Sleman ...................................................... 144
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LIST OF FIGURES
PageFigure 2.1Dick & Reiser’s Instructional Design............................................. 9
Figure 2.2 Kemp’s Instructional Design Plan................................................. 12Figure 2.3 The Writer Instructional Design Models ...................................... 23Figure 3.1 The Relationship of R&D and Instructional Design Models …… 35PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI LIST OF TABLES Page
Table 3.1 The Description of Product Evaluation Respondents ..................... 27Table 3.2 The Format of Product Evaluation Results..................................... 32Table 4.1 The Standard Competences ............................................................ 42Table 4.2 The Basic Competences.................................................................. 44Table 4.3 The Indicators ................................................................................. 46Table 4.4 The Result of the Evaluation Questionnaire ................................... 52Table 4.5 The Final Version of the Material................................................... 58PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Septiani, Francisca Ika. 2008. English Vocabulary Instructional Materials Based on
the Multiple Intelligence Theory for the Seventh Grade Students of SMP Kanisius
Pakem Sleman. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
This study was conducted to design vocabulary materials based on the Multiple Intelligence (MI) theory for the seventh grade students of SMP Kanisius Pakem Sleman. The areas of intelligences to be elaborated in this study are Verbal-Linguistic, Mathematical-Logical, Musical, Visual-Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal, and Naturalist Intelligences.
The objectives of this study were to answer two research questions: (1) how is a set of vocabulary instructional materials based on the Multiple Intelligence theory for the seventh grade students of SMP Kanisius Pakem Sleman designed? And (2) what does vocabulary instructional materials based on the Multiple Intelligence theory for the seventh grade students of SMP Kanisius Pakem Sleman look like? The five steps of R & D cycle were employed to answer two questions above. The five steps were: (1) Research and Information Collecting, (2) Planning, (3) Development of the Preliminary Form of Product, (4) Product Evaluation, and (5) Main Product Revision.
To answer the first question, the writer adapted Dick& Reiser’s and Kemp’s instructional design models. There were eight steps employed based on Dick & Reiser’s and Kemp’s instructional design models: (1) Doing Needs Analysis, (2) Determining Standard Competences, Basic Competences, and Topics, (3) Determining Indicators, (4) Listing Subject Contents, (5) Designing the Materials, (6) Selecting the teaching-learning Activities,(7) Evaluating, and (8) Revising.
In order to answer the second question, the final version of the designed materials was presented after conducting some revisions based on the feedbacks, comments, and suggestions from the respondents. Based on the evaluation by the English teachers of SMP Kanisius Pakem Sleman and English Education lecturer of
Sanata Dharma University; the mean was ranged to 3.3 up to 4.5 on a scale of 1-5. It
is concluded that the designed materials are good and acceptable. The final version of the designed materials consists of eight units and each unit consists of four sections, that is Come In Please, Let’s Build the Word, Work It Out, and You Can Do It. In each unit there were four up to six intelligences developed. The detailed presentation of the designed materials can be seen in the Appendix G.
Finally it is hoped that this English vocabulary instructional materials encourages other researchers to conduct a further study on the Multiple Intelligence Theory.
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ABSTRAK
Septiani, Francisca Ika. 2008. English Vocabulary Instructional Materials Based on
the Multiple Intelligence Theory for the Seventh Grade Students of SMP Kanisius
Pakem Sleman. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas
Sanata Dharma.
Studi ini dilaksanakan untuk merancang materi pembelajaran vocabulary berdasarkan teori kecerdasan ganda bagi siswa kelas tujuh SMP Kanisius Pakem Sleman. Aspek-aspek kecerdasan yang akan dibahas di dalam penelitian ini adalah: kecerdasan verbal-linguistik, matematis-logis, musik, ruang-visual, kinestetik-badani, interpersonal, intrapersonal, dan kecerdasan alam.
Tujuan dari studi ini adalah menjawab dua pertanyaan: (1) Bagaimana merancang materi vocabulary berdasarkan teori kecerdasan ganda bagi kelas tujuh
SMP Kanisius Pakem Sleman? (2) Bagaimanakah bentuk rancangan materi
vocabulary berdasarkan teori kecerdasan ganda bagi kelas tujuh SMP Kanisius Pakem
Sleman? 5 langkah metode siklus R&D dipergunakan untuk menjawab dua pertanyaan diatas. 5 langkah tersebut adalah: (1) pengumpulan informasi dan hasil- hasil penelitian, (2) perencanaan, (3) pengembangan bentuk awal materi, (4) evaluasi materi, dan (5) perbaikan materi utama.
Untuk menjawab pertanyaan pertama, penulis mengadaptasi model pembelajaran dari Dick& Reiser’s. Ada 9 langkah yg diterapkan berdasarkan model pembelajaran Dick&Reiser’s: (1) melakukan survey kebutuhan, (2) menentukan standar kompetensi, kompetensi dasar, dan topik, (3) merumuskan indikator, (4) merinci isi materi, (5) merancang materi, (6) memilih kegiatan belajar mengajar, (7) evaluasi, dan (8) memperbaiki materi .
Untuk menjawab pertanyaan kedua; versi akhir dari materi yang dirancang, diperbaiki berdasarkan masukan, komentar dan saran dari responden. Berdasarkan hasil evaluasi yang diperoleh dari guru-guru bahasa Inggris SMP Kanisius Pakem Sleman dan dosen Pendidikan Bahasa Inggris Sanata Dharma; rata-rata yang diperoleh adalah 3.3 sampai 4.5 dari skala 1-5. Maka, dapat disimpulkan bahwa materi yang di rancang ini baik dan dapat diterima. Versi akhir materi yang dirancang terdiri dari delapan unit dan masing-masing unit terdiri atas empat bagian, yaitu,
Come In Please, Let’s Build the Word, Work It Out, and You Can Do It. Dalam setiap
unit ada empat sampai enam inteligensi dikembangkan. Materi secara detail dapat dilihat pada Apendiks G.
Semoga desain materi ini dapat mendorong peneliti lain untuk mengadakan penelitian lebih lanjut tentang teori kecerdasan ganda.
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CHAPTER I INTRODUCTION This chapter covers six important parts of the thesis: background of the
study, problem formulation, problem limitation, research objectives, research benefits, and definition of terms.
A. Background of the study
Some people still believe that smart people are those who have high IQ (Intelligence Quotient). In our education system, people who have high intelligence are valued from linguistic and mathematic-logic. Those who have high IQ are considered to be successful in the future. In fact, there are many people who have high IQ are successful in their study but not success in their career (“Meredupnya Pamor IQ”, Leksono, Kompas, 2007). The use of IQ as a base of success is broken by a new theory called Multiple Intelligences. Gardner stated that a smart student is not only measured from the linguistic and mathematic-logic but by the nine intelligences (“Teori Inteligensi Ganda”, Suparno, 2003). They are linguistic, logical-mathematical, spatial, musical, bodily
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2 writer believes when teacher provides variety of task based on students’ major intelligence, students will be helped in their part of learning.
In this globalization era, English has become international language in all over the countries. Therefore, students learn English in school. They have to learn English in order to be able to communicate orally and written in their daily life. Junior High School students also learn English as their obligatory subject. However, from the writers’ interview to some junior high school students it is known that they consider English as a difficult subject. They have problems especially in memorizing the meaning of English words. There are several words that have more than one meaning and students are confused to decide the appropriate meaning.
The writer attempted to design a set of vocabulary instructional materials since vocabulary skill is still forgotten in a part of learning English. Many English teachers still focused only on grammar and ignore the vocabulary in their teaching. This condition also supported by many student books’ which only provide a small space of vocabulary. The example is the book which is used by students of seventh grade in Kanisius Pakem. The book does not contain much vocabulary and the activities included are monotonous. Besides, many students in
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3 applying the language to communicate with other people. To achieve the purpose, the mastery of vocabulary is important for supporting the communication skill that students need to achieve.
In designing the materials, the writer uses multiple intelligences theory. The writer believes when teacher provides a lot of varieties in learning activities based on students’ way of learning, their understanding on the lesson will be developed. Students who are not good at linguistic skills can be helped if the teacher provides variety on the learning activities based on what they are good at.
By developing the eight intelligences in task, students’ major intelligence will be activated and it will help them in learning any kind of subject.
B. Problem Formulation
There are two main problems to discuss in this study:
1. How is a set of English vocabulary instructional materials based on the Multiple Intelligence theory for the seventh grade students of Kanisius Pakem designed?
2. What does the designed set of English vocabulary instructional materials for the seventh grade students of Kanisius Pakem based on the Multiple Intelligence
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C. Problem Limitation
This study focuses on how to design English vocabulary instructional materials to teach English. The approach used is Multiple Intelligences that can help students in their part of learning by developing the eight areas of intelligences.
D. Research Objectives
This study aims at:
1. Finding out how a set of vocabulary instructional materials based on the Multiple Intelligence theory for the seventh grade students of Kanisius Pakem is designed.
2. Presenting the designed set of materials.
E. Research Benefits
This study is expected to give some benefits. Those is:
1. English teachers The vocabulary materials can be used as a tool to help English teachers to teach using multiple intelligences theory and develop the student’s intelligences
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5 The writer hopes that with the designed materials, the students will experience various activities that can stimulate their intelligences in learning English. They will be able to understand and memorize the words in English. At the end, the students are able to learn and use their eight intelligences independently.
3. Other researchers It is hoped that through this study, the other researcher will be encouraged to conduct some studies to find new theories in education.
F. Definition of Terms
In this section the writer defines some important terms that is used in this study:
1. Instructional Material An instructional material is any resource including printed materials of many kinds, audiovisual media, and other items for group and individual uses.
The material itself can help and motivate students to understand on the subject given (Kemp, 1977). In this study, instructional material is materials from any kind of resource that is used for group and individual uses. The material itself would be printed materials.
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6 rules combining them) make up a language 2) words known to or used by a person in trade, profession 3) book containing list of words. In this study, the writer refers to Hornby’s definition that is, total numbers of words which (with rules combining them) make up a language.
3. Multiple Intelligence Theory A theory proposes that there is much intelligence that human has. The intelligences are languages that all people speak and are influenced, in part by the culture into which one is born (Campbel & Dickinson, 1984: xix). Multiple Intelligences theory has been proposed by Gardner (2000) in his book Intelligence Reframed.
There are nine intelligences that people have namely linguistic, logical- mathematical, spatial, musical, bodily kinesthetic, interpersonal, intrapersonal, naturalist, and existential. In this study the writer will only discuss the eight intelligences. The writer will reflect the intelligences on the design when the topics and materials are possible.
4. Seventh grade students They are students at the approximate age of 13-15. According to Piaget,
(1958) students at this age pass the period of formal operation. It is a period
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7 consists of two classes. Then, there are also two eighth grade classes and two ninth grade classes.
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CHAPTER II THEORETICAL REVIEW This chapter presents two major discussions. They are theoretical
description and theoretical framework. In the theoretical description, some related theories such as instructional design models, multiple intelligence theory, characteristic of junior high school students, and vocabulary will be developed. The theoretical framework presents the summary of the previous section and illustrates the steps to be taken in constructing the design.
A.Theoretical Description
There are four topics presented in this section: instructional design, Multiple Intelligence Theory, charactheristic of junior high school students, and vocabulary.
1. Instructional Design Model
a) Dick and Reiser’s Model
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9 instructional plan. The diagram on Figure 2.1 shows steps to develop effective instruction based on the components previously described.
Select/review texts Write Develop Develop Choose
Set instructional instructional
Objectives test goals activities media
Implement instruction Analyze students’ characteristics
Revise instruction
Figure 2.1. Dick & Reiser’s instructional design plan (1989: 4)b) Kemp’s Model
This model is taken because the structure of the instructional design by Kemp can be applied in all education levels (elementary to colleges). The model
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10 subject content; pre-assessment; teaching-learning activities and resources; support services; evaluation.
Step 1 Goals, topics and general purposes
In making the design, a designer should identify goals, choose major topics, and listing the general purposes. The goals can be derived from three sources i.e. society, students, and subject areas. After recognizing the goals, major topics should be treated within the content area. Those topics should be consequenced from simple or concrete levels to complex and more abstract levels. The next thing to do is listing general purposes which are made from the goals and explicitly express students’ expectation.
Step 2 Learning characteristics
In order to assure individual’s success in educational program, the designer should recognize and respect the students as an individual learner. It means that the designer must obtain information about the student’s capabilities, needs and interest. The information on student’s characteristic will affect the instructional design emphazised.
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Step 4 Subject content
Students’ learning experiences must closely relate to the objectives and to the students’ needs. Subject content comprises the selection and organizing of the specific knowledge, skills and attitudinal factors of any topic. It is called in term of organizing content. In teaching skill, an organizational procedure called task analysis which refers to logical, step by step description of the job or performance skill is often used.
Step 5 Pre-assesment
In order to plan learning activities, a pre-requisite test is needed. The test is fuctioned as determination whether students have the appropriate background for the topic. The second is to determine which of the objectives students have already achieved.
Step 6 Teaching/learning activities and resources
All the plan have done came to the selection of teaching/learning activities. The designer has to decide the most efficient and effective methods to provide learning experiences. The selection of activities close to the selection of
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12 time instructional plans are being made and selected. The support services includes funds, facilities, equipment and personnel.
Step 8 Evaluation
This is the final step in the instructional design plan for both the students and the teachers. Student’s performance is measured by teachers that have set the criteria for judging the quality of student’s work. When students succesfully achieve them, the educational program is succesfully gained.
Goal, Topics, and General Purposes Learner
Characteristic Evaluation Learning Support
Revision Objectives Services
Teaching Learning Activities Subject resources Content
Pre assessment
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2. Multiple Intelligence Theory
a. The Nature of Multiple Intelligence theory
In his book Frames of Mind (1983), Gardner presented a list of seven intelligences. The first two are ones that have been typically valued in school; the next three are usually associated with arts; and the final two are what Howard Gardner called ‘personal intelligences’ (Gardner, 1999: 41-43). Afterwards in
Intelligence Reframed (2000) he added two intelligences. The nine intelligences
are linguistic, logical-mathematical, spatial, musical, bodily kinesthetic, interpersonal, intrapersonal, naturalist and existential. In this study, the writer will only discuss the eight intelligences since the ninth intelligences is quite new and personal.
b. The Eight Intelligences
There are eight intelligences will be discussed in this study. They are described as follows.
1. Linguistic intelligence is the ability of using words in remembering list or process. The person with this intelligence is able to think in words and
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3. Musical intelligence posseses a sensitivity to pitch, melody, rhytm, and tone.
An individual with musical intelligence has high participation in musical activities such as playing instruments, singing, and composing.
4. Spatial intelligence defines the individual’s ability to transform objects in space. A person who has this intelligence is excellent in reproducing objects in visible forms.
5. Bodily-kinesthetic intelligence is the ability to unite body and mind to perfect physical performance. This intelligence centers on how a person can use his or her body to show high skills of performance.
6. Interpersonal intelligence is the capacity to understand and interact effectively with others. Person with interpersonal intelligence enjoys interacting with others of similar or different ages. He or she often great at group work, team, and collaborative projects.
7. Intrapersonal intelligence refers to the ability to construct an accurate perception of oneself and to use such knowledge in planing and directing one’s life. This intelligence includes of how person uses feelings and thoughts
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15 Gardner believes that since each intelligence can be used for good or ill purposes, all eight are inherently value-free (Campbell,1996). Each student has different intelligence therefore the purpose of the school should be to develop intelligences and to help people to reach the goals based on the spectrum of intelligences.
3. Characteristics of Junior High School students
Students of junior high school are between the ages of 13-15. They are considered as adolescence. Konopka (1973) sees adolescence as an important segment of continuing human development. She distinguishes early adolescence (the years from twelve to fifteen), middle adolescence (fifteen to eighteen), and late adolescence (nineteen to twenty two). Usually an adolescent becomes deeply aware of many life issues and questions relating to himself and others, to community and nation. They eagerly take opportunities for a good time, for pleasure and excitement but is also concerned over the expectations of others and his liberty to press for new experiences and adventures (Pikunas, 1973: 242 ).
There are several developments happened during the adolescence stage (Pikunas, 1976: (245-256). They are social development, emotional development, and
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b. Emotional Development
The pubertal child begins to experience heightened feelings and undertakes to revise his or her own attitudes. There is an increasing of emotional which is apparent in the various moods experienced by adult.
c. Cognitive Development The cognitive development has developed well during adolescence stage.
They begin to feel confident in their own mental ability and enjoy intellectual activity. They are already able with activity of thinking, hypothesizing, and experimenting.
4. Vocabulary
a. The Four Key Strands in Vocabulary
Nation (2002: 267) stated that research on second language acquisition can be interpreted to show that a well-balanced language course should contain four major strands: meaning-focused input, meaning-focused output, fluency development, and language-focused instruction. He added that vocabulary teaching and learning must fit into these four strands. The details of how the vocabulary component fit into the four strands are elaborated as follows.
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17 suitably graded input by offering it across a range of genres and topics. Therefore, it is essential that learners have access to simple written and spoken texts.
2) Vocabulary and Meaning-Focused Output
Learning vocabulary from meaning-focused output means learning vocabulary by speaking and writing in which the main attention is on communicating messages. By using vocabulary productively, it can strengthen learning and can push learners to focus on aspect of vocabulary knowledge.
3) Developing Fluency with Vocabulary
The fluency development strand of a course aims to help learners make the best use of what they already know. It is important for each four skills listening, speaking, reading and writing.
There are three conditions required for the development of fluency: (1) it should not involve unfamiliar vocabulary, (2) the learners’ focus is on the message, and (3) the learners are encouraged to reach a higher than usual level of performance through the use of repetition, time pressure, and planning and preparation.
4) Vocabulary and Language-Focused Instruction
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18 on pronunciation and spelling of a word, memorizing collocation, and being corrected for incorrect use of a word.
b. Principles of Teaching Vocabulary
Nation in Practical English Language Teaching (2003:135-41) stated that there are four principles which can be used in teaching vocabulary. They are elaborated as follows:
1) Focus on the Most Useful Vocabulary First
Teaching useful vocabulary before less useful vocabulary gives learners the best return for their learning effort. The most useful vocabulary that is given by the teacher will enable them to master the English word and absolutely same with the effort they have done.
2) Focus on the Vocabulary in the Most Appropriate Way
In this study, the writer will look at the four most important vocabulary learning strategies of using word parts, guessing from context, using word cards, and using dictionaries. Using word parts to help remember words, and using guessing from context are two very important strategies for dealing with low- frequency words. There are two more very important strategies- using word cards for deliberate learning, and looking up words in dictionaries.
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4) Encourage learners to reflect on and take responsibility for learning
There is an important principle lays behind choosing and learning and that is that learners need to realize that they must be responsible for their own learning. Taking this responsibility requires (1) knowledge of what to learn and the range of options for learning vocabulary, (2) skill in choosing the best options, and (3) the ability to monitor and evaluate progress with those options.
B. Theoretical Framework
Having discussed the theoretical description, in this part the writer will put important points on theoretical framework. Firstly, the study is about the instructional design. The organized plan on the design aims to give direction to the teacher so they can develop effective instruction. The writer uses steps modified from Kemp and Dick& Reiser’s model. The writer adapts this two models since they are completing each other. In Kemp there is no need analysis.
The use of need analysis in Dick & Reiser’s can make the design better. Moreover, Dick&Reiser’s model emphasizes on delivering the effective instruction to the learners. However, Dick& Reiser’s model is not flexible whereas Kemp’s model is flexible since there is interdependence among the eight elements.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20 consideration. Students in this level are already good at handling abstract rules and concept, then it will give consideration for the teacher not always gives concrete object in the activities.
The framework is composed of several elements, namely, doing needs analysis; determining standard competences, basic competences, and topics; determining indicators; listing subject contents; designing the materials; selecting teaching and learning activities; evaluating, and revising.
Step 1 Doing Needs Analysis
The writer adapts this step from Dick & Reiser’s model. A need analysis is essential in planning the instruction. It can be used to learn about the students’ need and special characteristic. The writer conducts a survey by interviewed two English teachers of Kanisius Pakem Junior High School.
Step 2 Determining Standard Competences, Basic competences, and Topics
The writer adapts this step from Kemp’s model. This step is used to know the goals of the materials design based on 2006 Curriculum. The topics, then, are chosen based on the necessity to achieve the goals. In determining the standard competences, basic competences, and topics the writer develops them from 2006 curriculum.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21 have to learn in every meeting and at the end of each meeting the students are expected to be able to achieve the basic competence.
Step 4 Listing Subject Content
This step is adapted from Kemp’s model. The function of this step is to facilitate the achievement of each objective. Therefore, they should be closely related to the objectives of the learner’s needs.
Step 5 Designing the Materials
In this step, the writer designs the materials utilizing the teaching learning activities and the instructional sources which have been previously selected. The materials are designed based on the standard competences and basic competences.
Step 6 Selecting the Teaching and Learning Activities