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DESIGNING A SET OF MOVIE – BASED INSTRUCTIONAL MATERIAL

TO TEACH VOCABULARY FOR CHILDREN IN

LANGUAGE CENTER INSTITUTION

A Sarjana Pendidikan Thesis

  

Presented as the Partial Fulfilment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  by Lucky Trias Widhiatmoko

  Student Number: 991214065

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMME

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2006

  

DESIGNING A SET OF MOVIE – BASED INSTRUCTIONAL MATERIAL

TO TEACH VOCABULARY FOR CHILDREN IN

LANGUAGE CENTER INSTITUTION

by

  

Lucky Trias Widhiatmoko

Student Number: 991214065

Approved by:

Major Sponsor

  

P. Kuswandono, S.Pd., M.Ed. November 13, 2006

  

STATEMENT OF THE 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, 13 November 2006 The Writer,

  Lucky Trias Widhiatmoko

  … I believe I can fly… I believe I can touch the sky I think about it every night and day Spread my wings and fly away I believe I can soar I see me running through that open door … I believe I can fly … … I believe I can fly … … I believe I can fly … (I Believe I Can Fly) dedicated to: My beloved family, friends and girlfriend

  

ACKNOWLEDGEMENTS

  First of all, I would like to show my gratitude to my God the Almighty, ALLAH

  

SWT, who has given me faith and strength so that I am able to overcome all of the

obstacles in my life.

  I would like to show my great thank and appreciations to P. Kuswandono, S.Pd,

  

M.Ed., as my only sponsor for the advices that he gave to me and also for to be a very

patient person in motivating me to finish my thesis.

  I would also like to show my deepest gratitude to both of my parents, Widodo, B.Sc., and Tri Redhiati Retnowati for giving me love and caring me for my lifetime, and also support me, even sometimes in embarrassing ways, in finishing my thesis.

  My great thank is addressed to my only brother Lutfi Triesnawan Widhiantoro for lending me his computer whenever I broke mine.

  My deepest gratitude is addressed to Desi Lembah Hati, SE, MM., the General Manager of Language Center Institution, for being my working partner and also for giving me a chance to do my research in her institution.

  My deepest gratitude is also addressed to Budi Suko Wardoyo, S.Pd., the Education Manager of Language Center Institution, for being my mentor and supervisor in my very first teaching experience.

  My great thank go to my best friends, known as THE THREE MUSKENTHIR,

  

Danang Wahyu Nugroho, Lukas Yargo Sadewo, S.Pd, and Justinus Irwin Ardiyanto,

S.Pd., for being my truest soul mates.

  My great thanks also go to Yeni (PBI ’99), Yunita (PBI ’99), Ningrum (PBI ’00), that I have enough power to finish my thesis.

  My sincere gratitude is addressed to my “New Family,” YB Suradjiyanto, Rizka, Willy, Destri, and Etin in reminding me that I still have a future to pursue.

  I am really grateful to my beloved girlfriend, Chrispina Irni Widyasari, who always supports me and lifts me up whenever I get myself lost. She is the one who always beside me during my thesis writing and become my “supervisor” that keeps pushing me to do my best.

  Finally, I would like to show my deepest gratitude to everyone who was not only helping me in finishing my thesis writing but also being a part of my life that I cannot mention one by one.

  Lucky Trias Widhiatmoko

  

ABSTRACT

  Widhiatmoko, Lucky Trias (2006) Designing a set of Movie-Based Instructional Material

  

to Teach Vocabulary for Children in Language Center Institution. Yogyakarta, Sanata

Dharma University.

  Vocabulary mastery is believed to be the basic knowledge in learning a new language. Thus, most of the institutions, which deal with foreign language teaching, put vocabulary as the first subject to be taught. In this research, the writer concluded that the best phase of human life to learn a new language is in their critical period, which is described by some previous researchers, that is shown by children in the age of 5 – 12 years old. The critical period is the period when the brain develops its capacity. The writer also concluded that the learners in this phase are having difficulties in understanding the abstract words. Thus, in teaching vocabulary to the learners in this phase, the language instructors need media in order to give the concrete understanding of the words supposed to be learned. Thus, the writer designed a movie-based instructional material to match the needs of the learners.

  This study has two questions to be solved. (1) How is the design of a set of movie- based Instructional material to teach vocabulary for children in Language Center Institution constructed? (2) How do the designed materials look like?

  To answer both questions, the writer conducted a library research and a survey research. The library research mainly used to find out data which supported the writer’s research. In doing his survey research, the writer conducted two different surveys which were addressed to two different respondents. The first survey was done in order to find out the needs of the learners. Thus, the writer chose the English instructors of Language Center Institution as the respondents. The second survey was done in order to evaluate the designed material. The writer chose the English instructors from various English courses in Yogyakarta in order to gain more reliable data.

  To answer the first question, the writer applied an instructional model which is combined from Kemp’s model and Yalden’s model. This model consists of 7 steps. Those steps were (1) Need survey (2) Stating the Goal, topics and general purpose (3) Stating the instructional objectives (4) Building the subject content (5) Developing the instructional objectives (6) Evaluation and (7) Revising and improving the designed material. For the second question, the writer presented 8 units of movie – based instructional materials. Each unit consists of four parts, namely Let’s Watch the Movie, Let’s Learn More, Exercises, and Song (Appendix 6), in order to help the learners in understanding the lesson well.

  The writer evaluated the design using descriptive statistics. The result showed that the average is 4.06 in using Likert scale. This means that the material designed is acceptable and applicable.

  The writer hopes that the designed will be useful for the learners of Language Center Institution in improving their vocabulary mastery.

  

ABSTRAK

  Widhiatmoko, Lucky Trias (2006) Designing a set of Movie-Based Instructional Material

  

to Teach Vocabulary for Children in Language Center Institution. Yogyakarta,

Universitas Sanata Dharma.

  Penguasaan kosakata dianggap sebagai kemampuan dasar dalam pembelajaran bahasa asing. Maka, sebagian besar lembaga yang terkait dalam pengajaran bahasa asing, menjadikan pengajaran kosakata sebagai bahan pembelajaran pertama bagi siswanya. Dalam penelitian ini, penulis menyimpulkan bahwa masa yang ideal dalam mempelajari bahasa asing adalah pada masa kritikal, sebagaimana telah dijelaskan oleh beberapa peneliti terdahulu, yaitu pada masa antara 5 – 12 tahun. Masa kritikal ini adalah masa dimana otak berada dalam proses pengembanga n kapasitasnya. Penulis juga menyimpulkankan bahwa siswa dalam usia ini memiliki kesulitan dalam menggambarkan suatu benda abstrak. Maka dalam proses pambelajaran kosakata bagi siswa usia ini, guru memerlukan alat bantu dalam memberikan gambaran atau bentuk konkret dari kata – kata yang yang akan dipelajari. Karena itulah penulis merancang materi pembelajaran yang menggunakan film sebagai media yang sudah disesuaikan dengan kebutuhan siswa.

  Penelitian ini ditjukan untuk menjawab dua permasalahan pokok, yaitu (1) Bagaimana program pembelajaran dengan menggunakan film sebagai media dalam pengajaran kosakata pada anak – anak di Language Center Institution dirancang? (2) bagaimana bentuk program pengajaran tersebut?

  Penulis menggunakan library research dan surve y research untuk menjawab kedua pertanyaan tersebut. Library research atau studi pustaka digunakan untuk mengumpulkan data – data atau teori – teori yang berhubungan dengan penelitian yang dilakukan oleh penulis. Penulis melakukan dua macam penelitian yang ditujukan terhadap dua subjek yang berbeda. Pertama, penulis melakukan penelitian terhadap pengajar dari Language Center Institution untuk mengetahui kebutuhan siswanya. Penelitian kedua dilakukan terhadap beberapa pengajar dari beberapa lembaga bahasa di Yogyakarta untuk mendapatkan evaluasi rancangan materi pembelajaran.

  Untuk menjawab pertanyaan pertama, penulis menerapkan model instruksional dengan mengadaptasi gabungan model instruksional Kemp dan Yalden. Model tersebut terdiri dari 7 langkah, yaitu: (1) Analisis kebutuhan siswa (2) Menentukan Tujuan, topik, dan tujuan umum (3) menyatakan tujuan pembelajaran (4) Mengembangkan isi materi (5) Mengembangkan tujuan pembelajaran (6) Evaluasi, dan (7) Revisi dan perbaikan materi pembelajran. Untuk menjawab pertanyaan kedua, penulis menyajikan rancangan materi pengajaran yang setiap unitnya terdiri dari 4 bagian pokok yaitu: Mari Menonton Film, Mari Belajar Lebih Banyak Lagi, Latihan, dan Bernyanyi (Apendiks 6), untuk membantu para siswa dalam memahami materi pembelajarannya.

  Penulis mengevaluasi hasil rancangan dengan menggunakn descriptive statistics. Hasil penelitian menunjukkan rata – rata penilaian adalah 4 dalam skala 1 – 5. karena itulah penulis menyimpulkan bahwa rancangan ini dapat diterima dan dapat diterapkan.

  Penulis berharap bahwa rancangan materi ini dapat berguna bagi siswa-siswa Language Center Institution dalam penguasaan kosakatanya.

  TABLE OF CONTENT TITLE PAGE…………………………………………………………………… i APPROVAL PAGES…………………………………………………………... ii STATEMENT OF ORIGINALITY…………………………………………... iii DEDICATION PAGE…………………………………………………………. iv ACKNOWLEDGEMENT…………………………………………………….. vi ABSTRACT…………………………………………………………………… viii ABSTRAK............................................................................................................ ix TABLE OF CONTENT………………………………………………………. xi LIST OF FIGURES…………………………………………………………... xiii LIST OF TABLES……………………………………………………………. xiv

  CHAPTER I INTRODUCTION ..................................................... Error! Bookmark not defined. A. Background ...................................................... Error! Bookmark not defined. B. Problem Limitation.......................................... Error! Bookmark not defined. C. Problem Formulation....................................... Error! Bookmark not defined. D. Objectives of the Study.................................... Error! Bookmark not defined. E. Benefits of the Study ....................................... Error! Bookmark not defined. F. Definition of Term........................................... Error! Bookmark not defined. CHAPTER II THEORETICAL REVIEW...................................... Error! Bookmark not defined. A. Theoretical Description ................................... Error! Bookmark not defined.

  1. Children as the Learners .............................. Error! Bookmark not defined.

  2. Vocabulary................................................... Error! Bookmark not defined.

  3. Media or Teaching Aids .............................. Error! Bookmark not defined.

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  CHAPTER III METHODOLOGY .................................................... Error! Bookmark not defined. A. Types of Study................................................. Error! Bookmark not defined.

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  E. Data Analysis ...................................................... Error! Bookmark not defined.

  F. Procedure of the Study ........................................ Error! Bookmark not defined.

  A. The Steps of Designing a Set of Movie-Based Instructional Materials to Teach Vocabulary for Children in Language Center Institution. Error! Bookmark not defined.

  1. Need Analysis .............................................. Error! Bookmark not defined.

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  CHAPTER V CONCLUSION AND SUGGESTION ..................... Error! Bookmark not defined. A. Conclusion....................................................... Error! Bookmark not defined. B. Suggestion........................................................ Error! Bookmark not defined. BIBLIOGRAPHY...................................................... Error! Bookmark not defined. APPENDICES APPENDIX 1: GAMBARAN UMUM ..................... Error! Bookmark not defined. APPENDIX 2: QUESTIONNAIRE ......................... Error! Bookmark not defined. APPENDIX 3: TEACHER’S MANUAL ................. Error! Bookmark not defined. APPENDIX 4: LESSON PLAN ................................ Error! Bookmark not defined. APPENDIX 5: THE PRESENTATION OF THE DESIGN .Error! Bookmark not defined.

  

LIST OF FIGURES

Figure 2.1: Kemp’s Instructional Design Model......... Error! Bookmark not defined.

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  Table 4 5: The List of Designed Materials .................. Error! Bookmark not defined.

CHAPTER I INTRODUCTION The first chapter of this research discusses the background, the problem

  limitation, problem formulation, objectives of the study, benefits and also definition of terms of the research conducted by the writer.

A. Background

  Learning an L2 (a new language or foreign language besides mother tongue (L1)) also means learning a new pattern and rules of the new language. It also means that when someone learns a new language, he looks like as if he were a baby, in which he starts to do the process of learning, step by step. In learning an L2, there are some phases in human life, which are divided based on the age of the person him/herself. And the best phase to learn an L2 or a new language is the critical period, which will be explained by some researchers as follow.

  Brown (1987: 42) states that a critical age is a period of life, which is biologically determined when language can be easily acquired and beyond this period learning a language is increasingly difficult to be acquired. It implies that when someone learns a new language in a very early age, he will acquire the new language easier than if he learns in other phase of his life. It is the result of the brains condition of the learner’s himself. When a learner still in the age of 5 – 12 years old (the critical period), the brain still develops its capacity. It also means that the brain is still having a lot of spaces to store the incoming knowledge. This theory is supported by Kuswanti as cited in Intisari at September edition (1998: 28), which said that the children in the age of 5 – 12 years old (critical period) ha ve a good opportunity to learn a new language because of the brain plasticity. As one learns the new language, he cannot acquire the new language instantly and the first step to learn a new language is by learning its vocabulary.

  Learning the vocabulary of the new language is very important, since one cannot deliver his or her ideas to someone else or vice versa because he doesn’t know the meaning of the transmitted or received messages. Wilkins states as quoted by Bird (1994: 237) that without grammar very little that can be conveyed, but without vocabulary nothing can be conveyed. It implies that when someone learns a new language, he should learn the vocabulary of the new language first before he learns the other part of the language itself as stated by Carmelita as quoted by Sutanto (2003: 4)

  Learning a language, among others, is learning its vocabulary, since vocabulary should be mastered before being able to speak or produce a sentence. Vocabulary plays an important role in giving the children basic knowledge, because it will be useful and helpful to prepare the children to learn English in the next level. The above statement shows us that learning vocabulary becomes the base of further learning of a language. But then, learning vocabulary, especially for learners at very young age, requires media to show or to expose the materials more clearly. Thus, the learners need what so called learning media.

  The word media comes from the word medium, in which Gerlack and Donald (1980: 241) proposed that a medium is any person material or event that is able to create conditions which facilitate the learners to acquire knowledge, skills and attitude. In the vocabulary learning process, especially young learners, the learners need media which is not only able to show them what is the meaning of a word in their own language or their mother tongue language, but also to show them the concrete form of the word itself. In other words, the learners are not only able to imagine the thing or something that they try to learn, but are also able to recognise the thing itself. By using a medium, for example the word “car,”, the learner will be able to recognise the concrete form of the word car as a means of transportation which has four wheel, engine, steering wheel, etc. One of the most largely used media nowadays is audio-visual media and the most commonly used of this type of media is the movie media.

  Prihatin (2003: 13) states that the video films have a great capability in presenting complete communicative activities, in which this kind of media is constructed based on the combination of sound and vision. It implies that when a learner uses this type of learning media, the media enables the learner not only to learn the form or the syntax of the language, but also to learn how the language usages in term of communication with others. The audio-visual media also enables the learner to observe the relation between the characters involved in the materials, which are designed into a story, which has the purpose to entertain the learner, beside as the learning media, so that the learner would feel enjoy and satisfied in the learning process. Hamalik (1994: 84) states that using the audio- visual media is not only to provide the learners with the facts, but also to provide the answers to problems and to give a better understanding about the learners themselves and their environment.

  Hamalik (1994: 84) also states that based on the utility of the audio- visual media, the media puts itself not only as a supplementary tool, but also as a fundamental tool as a learning media. Furthermore, Gower , Roger, Phillips, Diane and Walters, Steve

  (1995: 46) state that introducing vocabulary through a visual context is very effective, especially for the lower level students and the children. Therefore, the aim of the writer is to construct a set of movie-based instructional material to teach vocabulary for children in Language Center Institution.

  B. Problem Limitation

  The writer limits his study in designing a set of movie-based instructional materials for children in Language Center Institution. In this study, the writer clarifies that he constructs his design based on the already existing videos, and reconstructs them based on the units decided by the writer based on the need analysis. The writer also realises that it will take some time to find out whether the designed materials are appropriate for the students or not. Thus, the writer considers that it is impossible for the writer to decide whether the design will be the most appropriate design for the children or not, before the design is applied in the real situation. It means that the writer is not going to discuss whether this design is the most appropriate design for the children or not, because as we know that everything always changes.

  C. Problem Formulation

  As the starting point in designing a set of movie-based Instructional material to teach vocabulary for children in Language Center Institution, the writer found some questions that should be revealed. Therefore, the aim of this study is to answer the two following questions:

  1. How is the design of a set of movie-based Instructional materials to teach vocabulary for children in Language Center Institution constructed?

  2. How do the designed materials look like?

  D. Objectives of the Study

  The objective of the study is to provide a design of Movie-Based Instructional Materials to teach vocabulary for children in Language Center Institution which are aimed to help the children learn English more enjoyable, so that hopefully it will increase the knowledge of the children. This study will also reveal about how the design will be constructed and also the result of the design.

  E. Benefits of the Study Hopefully, this design can make beneficial effects for the following people.

  1. The children as the learners As what has been mentioned before, that with the existence of this design, it will ease the learning process of the learners and it provides a systematic and enjoyable way of learning. The design provides steps, which has to be taken by the learners in order to gain the main purpose of learning English.

  2. The teachers or mentors The design is constructed to be a tool or guideline or media in teaching

  English vocabulary for the children. Hopefully with this design, the teachers would have more media as the references or to be used in doing their duty to transfer their knowledge to the learner, especially to the learner at the very young age.

  3. The writer This research that is conducted by the writer is the part of the writer's learning development. So, this research would bring the writer into a phase in which the writer could improve himself in the term of his working field.

  4. The English teaching in General This research is conducted based on the writer's discipline that is English

  Education Program, in which the writer is trained to be a teacher. This research is constructed based on the theories of learning, in which those theories have been found by some former researchers, and the truth of those theories is approved by the world of teaching. So this research becomes the improvement of the English teaching in general. Hopefully, the existence of this research could bring a new branch of English teaching, in this case teaching English for children.

F. Definition of Terms

  In order to avoid some misunderstanding in interpreting the result of the research, the writer has already made a clarification of some terms, which are considered as important terms in this research. Those terms are:

  1. Media Luhan as quoted by Romiszowski (1981: 339) proposed that media are any extensions of man which allow him to affect other people who are not in face-to-face contact with him. It implies that in general media are used by people to carry the message from one person to others, even though they are not in direct contact. In addition, with the existence of the media, the message is not in limited by spaces or times, in other word media are repeatable.

  Romiszowski (1981: 339) defined media as the carrier of messages, from the transmitting object (which may be a human being or an inanimate object) to the receiver of the message. It implies that the carrier interact with the receiver through the senses.

  Hamalik (1994: 12) defined media as tools, methods and techniques which are used to create more effective environment in term of communication and interaction, between the teacher and the learners.

  From the definitions above the writer concluded that media is a tools that can be used to deliver messages. The existence of the media would ease the teacher or instructor in delivering their materials. Thus, the aimed of the writer is to construct a kind of media which is going to be used by the instructor of Language Center Institution, in their teaching process.

  2. Movie Heinich, Molenda, and Russell (1988:186) defined movie or motion picture is a film consists of a sequence of slightly different still pictures called frames, which are projected on a screen at a certain speed, causing the images to be appear in continuous motion.

  Hamalik (1994:84) stated that movie media is actually developed from the still pictures, which are called as frames, which are projected through a mechanical projector creating a motion pictures that creates a continuous visual process.

  Both definitions infer that a movie that is used in delivering the message, derived from a certain amount of still pictures, which are projected creating a single continuous motion. The writer also concludes that movie-based material means that the designed material is built using this kind of media.

  3. Instruction Banathy (1976: 15) defined the instruction as the interaction between the learner and his environment through which the learner is making progress toward the attainment of specific and purposed kno wledge, skills and attitude.

  Gagne and Briggs (1979:17) stated that instruction is the mean employed by the teachers, designers of materials, curriculum specialists and others whose purpose is to develop an organised plan to promote learning. Romiszowski (1981: 4) proposed that instruction is a goal directed teaching process which is more or less pre-planned. It implies that the instruction will bring a clearly guidelines for the teachers or instructors in delivering their material, in which the instruction itself is well- constructed and well-planned.

  From the definitions above the writer concluded that instruction is a tool used by a designer in beginning his design, in order to create a proper design.

  4. Instructional material Dick and Reisser (1978: 34) proposed the instructional materials are the materials planned or designed by the teacher for the teaching instructions. Instructional materials can be in the form of printed materials, computer-assisted televised instructions. Banathy proposed that the term of instructional material is a system of planning; a kind of planning on which instructional will be based.

  From the definitions above the writer concluded that instructional material is the material used by the designer in delivering his design or lesson.

  5. Instructional Design Gagne and Briggs (1978: 34) defined the instructional design as the entire process of analysis of learning needs, goals and the development of delivery system to meet the needs, including the development of instructional material, activities, try out, revision of all instruction and learner assessment activities.

  From the definitions above the writer concluded that instructional design is the whole process taken by a designer in developing his design, from the first step until he gets the final version of his design

  6. Vocabulary Burton (1982: 99) proposed that vocabulary is a stock of words in a language that can support the learners to learn the skill of the language.

  Hornby (1974: 95) stated that vocabulary item is a total of words, which make up a language. Vocabulary item also can be defined as a word known to or used by a person in trade and profession and it also can be defined as a list of words.

  Both definitions infer that vocabulary is a stock of words, which construct a whole language. The writer also concludes that without this stock of words, there will be no language exists.

CHAPTER II THEORETICAL REVIEW This section mainly discusses the theoretical description, which explains the

  theories which are used by the writer as the basis of his research, and the theoretical framework, which explains the steps taken by the writer in conducting his research.

A. Theoretical Description

  In the first part of the theoretical description, the writer thinks that it is necessary to recognize the nature of the children as the learners, in order to be able to decide what kind of material to be designed.

1. Children as the Learners

  Before the writer learns furthermore about the nature of the children as the learners, the writer believes tha t it is very important for him to understand the characteristics of the children, so that the writer able to know the characteristics of the children to whom he makes the design for.

  a.

   Characteristics of the Children

  Since the children who are going to be the object of this study in the range of 6 to 12 years old, the researchers consider them as the intermediate level of cognitive development, in which they are now still in the middle between the childhood and adolescence.

  At this phase the children start to leave their childhood behaviour, but they also still have not developed the behaviour of the adults yet. Cole (1956:137) states that the children have already outgrown their infantile characteristics, but they have not developed the desire for complete independence and the heterosexual interest of adolescence. Furthermore, he says that in this phase, the children show the increased stability, motoric ability, higher intellectual capacity, intense curiosity about all kinds of things, including the new language, etc.

  Cole (1956:125-132) also proposed that in this stage of characteristics development covers the physical, intellectual, emotional and social aspect that will be explained as follow: 1) Physical Characteristics

  The students’ physical characteristic of this phase is described as a slower growth in height, but faster in weight. In this stage of development, girls usually taller than boys, and because of the increasing size and strength of the muscles and better nerves control, children at this stage can do many things easily than they did before.

  2) Intellectual Characteristics The children in this stage have a great sense of curiosity of many things. They have a great desire to learn and to know about many things that interest them as fast and as many as they can. 3) Emotional Characteristics

  The children in this stage have a better emotional control and behaviour compare to the children at the previous stage. At the stage, the relations between each other are greater compare to the relation between the children and the teacher. It means that they start to leave their infantile behaviour and change in constructing their own group based on their interest on other children with the same gender of the same age. 4) Social Characteristics

  In this stage, words take an important role as the basic effective communication tools. In this stage children also having two contradicting characteristics in which at one side each child becomes a highly individualistic person in both interests and desires. While at the other side they also become highly interdependent upon others.

  After knowing the characteristics of the children, the writer also believes that the children development phases also have an important role in determining the types of study of the children. Thus, the writer also needs to learn about the student’s development stage.

  b.

   Student’s Development Stage

  Piaget as quoted by Vasta, Ross, Haith, Marshall and Miller (1976:35) view that all children ha ve to pass the same stages of cognitive development in exactly the same order. Each stage has its own characterisation, in which each of them has a different function and structure. Piaget proposes that there are four stages of the cognitive development.

  The first stage is the sensomotor period which occurs since the child has just been born until the age of two years old. At the initial stage of this period, the movements of the child are just simply reflexes. And as the child grows older, these reflexes are combined into larger and more flexible units of actions.

  The second stage is the pre-operational period which occurs in the range of 2 until 6 years old. At this phase, the children start to use symbols to represent the world cognitively. The children no longer have to use a concrete object or event or action to refer to each of it, but they start to replace it by using words and numbers. It means that the children are able to perform the object, event and action mentally and no longer physically. However, the children in this phase are still having some difficulties which are shown by their confusion in their attempt to understand something new.

  The third stage is the concrete operation period which represented by the children in the range of 6 to 11 years old. At this phase, the children are already able to overcome their problem in the previous stage. At this stage, the children are able to perform the mental operation based on their previous knowledge, in which they are able to reorganise it.

  The last stage is the formal operation period which extends from the age of 11 years old until the adulthood. At this stage, the children have already come to the phase of the highest level of abstract operations.

  After knowing the development stage of the students to whom the materials are going to be designed to, the writer also needs to learn about the student’s cognitive development.

  c.

   Student’s Cognitive Development

  Hurlock (1978:28) states that the development of a learner is the result of the intrinsic maturity and learning process. What she called by intrinsic maturity is the release of individual’s potential characteristic, which is from his/her heredity. Whereas what she called learning is the development, which is from the practice and trial.

  She also emphasises that the individual’s environment is influenced by the surrounding environment. It means that if an individual has a conducive learning environment, than it would help the individual a lot in acquiring the new language, and vice versa, if the individual’s environment does not support the individual effort, then, the individual has a bigger chance to fail.

  In this study the writer learns that in doing his research later, he also needs to consider about the environment interference in the learning progress of the learner.

  After knowing this fact, the writer also needs to know about how the children study, in order to be able to give the appropriate treatment to the children.

  d.

   How the Children Study

  Macomber (1954:32) proposed that the children’s learning behaviours depend on the stage of the cognitive development that has been reached by each child. Unlike the adults who can be directly told which one should be learned; children usually learn depend on how does the lesson attract them, and not because they need it.

  Caswell (1957:175) states that the children learn because they are interested in what they want to know.

  Since they learn based on what is interesting, the children usually create their own ways, even in the way that the adult people, do not even think of. Moreover, Hort (1967:167-168) explains that children tend to create their own path into an unknown path (represents the knowledge that they want to learn) that the adults would never think of them and they would go faster and cover even broader territory than of what the adults could ever think they could cover.

  The children who are involved in this research are the children in the range of age from 6 to 12 years old students. In this range of age, their brain capability in receiving new input, in this case a new language acquisition is at the highest point. It means that actually the children could easily learn the new language. Moreover, the intensity of the children becomes higher when they feel that their environment, such as teachers, friends, parents, etc. support and give the children their appreciatio n towards the children’s achievement.

  One thing that the adults should understand that the way the children learn is different from the way the adults learn. In adults’ way, they could start to learn something new by themselves, but in the children’s way, they still need the guidance. Since they still need the guidance, then they should have some appropriate treatment. But what we should remember is that in this phase their study behaviour is still depends on what they like and dislike, and any wrong treatments may caused them stop trying to learn for something more.

  After the writer learns about the children, the writer also needs to reveal more about the subject that he wants to develop, in this case is the vocabulary itself.

2. Vocabulary

  The first part of the vocabulary that the writer needs to learn is about the meaning of the vocabulary itself. It is very important, because by knowing the exact definition of the vocabulary, it will help the writer to design his material in the correct way.

  a.

   Meaning

  Gower et. al. (1995: 145) proposed that vocabulary or lexis as all the words in language. It implies that vocabulary is the core of the language. Yet, vocabulary constructs the body of the language. Vocabulary is the base of the further learning of a language, as stated by Burton (1974: 95) that vocabulary is a stock of words in a language that can support the learners to learn the skills of the language. Furthermore, parts of the language. The relation of both grammar and the vocabulary can be described as if the grammar of a language becomes the skeleton of the language, than the vocabulary become s the vital organ of the language.

  After knowing the exact meaning of the vocabulary, the writer wants to reveal about the importance of learning vocabulary.

  b.

   The Importance of Learning Vocabulary

  Krashen (1983: 155) proposed that the vocabulary is basic to communicate, in which it is also very important for the acquisition process. It means that the vocabulary provides the base for further learning of a language. This statement is also emphasised by Mc Keown (1984: 4) who stated that individual who knows many word meanings, knows much about the world. Meaning to say, any person who masters the vocabulary would have a better chance to reveal the knowledge related to the language usage.

  Since vocabulary takes important role in one’s knowledge, the writer also wants to know the types of vocabulary so that he able to determine what kinds of vocabulary that he wants to use in his design.

  c.

   The nature of Vocabulary Teaching

  As proposed by Burton (1982: 99), vocabulary bases further learning of a language. Then, in the vocabulary learning process the learners must be able not only to know the meaning of the words itself, but also to understand and able to use the words correctly. Moreover, Wallace (1982:144) also emphasised that learning vocabulary of a new language involves not only the ability to memorise the lexical to use the words in the correct situation.

  In order to fulfil those criteria, Lado (1964:121) stated that teaching vocabulary must involve these three steps. The first step is the learners hear the new word for

  

several times. In this step the teacher has to repeat the new word for several times in

  order to let the learners recognise the sound of the new word. The repetition also takes an important role in giving example of a good pronunciation. The second step is This step provides the experience for the to let the learners pronounce the new word. learners to produce the new word by themselves. The aim of this step is that by experiencing the production of the word, the learners will remember the word better.

  In this step the teacher should repeat the new word again and again if he found his learners produces the new word incorrectly. The last step is to let the learners grasp In order to help the learners in getting the image of the the meaning of the new word. new word, it would be better for the teacher to explain or to show the concrete form of the new word itself, for example by showing the picture or other media.

  After knowing the nature of the vocabulary, the writer realises that he could not start his design without knowing the types of vocabulary. Thus, the next section will explain about the types of vocabulary that can be developed in order to accomplish the research of the writer.

  d.

   Types of Vocabulary

  The previous researchers have cond ucted some research to find out the segments of the types of vocabulary, and the followings are the findings of two of those researchers.

  Fries (1952: 55-56) stated that, generally, English vocabulary could be divided into two types as follow: 1) Vocabulary which has the Lexical Meaning