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 De

  

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

by

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

  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

  April 13, 2007

  Sarjana Pendidikan Thesis on A

  

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.

  

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

  

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 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

  

‘WHERE THERE IS A WILL,

THERE IS A WAY’

  (UNKNOWN) T T T

H

H H

  

I

I

  I S S S T T T H H H E E E S S S

  I I

  I S S S

  I I

  I S S S D D D E E E D D D

  I I

  I C C C A A A T T T E E E D D D T T T O O O :

  : :

  J J J E E E S S S U U U S S S C C C H H H R R R

  I I

  I S S S T T T M M M Y Y Y F F F A A A M M M

  I I

  I L L L Y Y Y M M M Y Y Y S S S E E E L L L F F F

  

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

  2. Young Learners ............................................................... 12

  

CHAPTER III: METHODOLOGY ........................................................... 39

A. Research Methods .............................................................. 39

  2. Post-Design Instruments .............................................. 45

  1. Pre-Design Instruments ................................................ 43

  C. Instruments of the Research ................................................ 43

  2. Post-Design Respondents ............................................. 42

  1. Pre-Design Respondents .............................................. 42

  B. Respondents of the Research ............................................. 41

  3. Post-design .................................................................... 41

  2. Materials Development ................................................. 40

  1. Pre-design ...................................................................... 39

  B. Theoretical Framework ...................................................... 35

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

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

  c. Task-Based Learning ............................................... 27

  b. Four Conditions for Language Learning .................. 24

  a. Task .......................................................................... 22

  4. Task-Based Learning ...................................................... 22

  b. Yalden’s Model ....................................................... 20

  a. Kemp’s Model ......................................................... 17

  3. Instructional Design Models ........................................... 17

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

  D. Data Gathering ................................................................... 45

  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

  

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

  LIST OF TABLES Page

Table 3.1 : The Result of the Questionnaire of Needs Survey (Blank) ...... 46Table 3.2 : The Result of the Informal Interview (Blank) .......................... 47Table 3.3 : The Descriptive Statistics of Respondents’ Opinion (Blank) .. 48Table 4.1 : The Learning Objectives of Each Topic .................................. 54Table 4.2 : The Result of the Needs Analysis ............................................ 59Table 4.3 : The Result of Interview ............................................................ 61Table 4.4 : The Description of the Respondents ........................................ 62Table 4.5 : The Descriptive Statistics of the Respondents’ Opinion .......... 63Table 4.6 : The Presentation of the Designed Materials ............................ 66

  

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.

  

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.

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

  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 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 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

  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

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

  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.

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

  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

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

  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 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-chapter will be divided into two parts; those are The Characteristics of Young Learners in the Elementary

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

  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 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

  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 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 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.