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it n a y a m s i R a d n a l u
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s a n a i m a
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S T N E T N O C F O E L B A T
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L ... v i
T C A R T S B
A ... v ii
K A R T S B
A ... v iii S
T N E M E G D E L W O N K C
A ... i x S
T N E T N O C F O E L B A
T ... xi F
O T S I
L TABLES ... ix ii F
O T S I
L FIGURES ... x iv F
O T S I
L PICTURES ... x v S
E C I D N E P P A F O T S I
L ... x vi
N O I T C U D O R T N I .I R E T P A H C
.
A ResearchBackground ... 1 .
B ResearchMethodology... 4
N O I S S U C S I D . I I R E T P A H C
.
A Reviewo fRelatedLtierature... 8 .
1 DickandCarey’ sMode lofI nsrtuciton... 9 .
2 Kemp’ sMode lofI nsrtuciton ... 1 2 .
3 Vocabulary ... .... 1 5 .
4 Pictures ... 2 0
.
ii x .
1 The Designed Vocabulary Insrtucitona l Mateiral s Using y
r a t n e m e l E s u i s i n a K f o s r e d a r G d ri h T e h t r o f s e r u t c i
P School
.. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. ... 2 2 .
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b Thel earners ’characteirsitcs ... 2 3 .
c Thepefrormanceobjecitves ... 27 .
d Thedevelopmen tofI nsrtucitona lSrtategi es... 29 .
2 T Dhe esignedMateirals ... 3 0
N O I S U L C N O C . I I I R E T P A H
C ... 35 .. S
E C N E R E F E
R ... 37 S
E C I D N E P P
ii i x
S E L B A T F O T S I L
e l b a
T Page
. 1 .
2 TheCompetencyStandardandBasicCompetencesf o rt h Te h ridGrader 23 .
2 .
2 DataPresentaitonTableoft heStudents ’N de s Ae nalysis... 2 4 .
3 .
2 TheResutl sofI nformalI nterview ... 26 .
4 .
2 The Learning Objecitve sfo rthe Thrid Grader so fKanisiu sI IWonosar i y
r a t n e m e l
E School ... 28 .
5 .
2 Exampleof ListeningAnswe rSh eet ... 3 1 .
6 .
2 T 1 ext ... 32 .
7 .
2 VocabularyExercise... 3 3 .
8 .
v i x
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2 Nurse .… ... 31 .
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i v x
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a l P n o s s e L : 3 X I D N E P P
A ... 6 2 X
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A 4 : lS ly abus ... 7 5
1
I R E T P A H C
N O I T C U D O R T N I
t a h t s n o it c e s o w t e r a e r e h t , r e t p a h c s i h t n
I the wrtie rwli ldiscuss .The r e ti r w e h t h c i h w n i y d u t s e h t f o n o it a m r o f n i d n u o r g k c a b e h t s s u c s i d l li w r e ti r w
h t f o n o it a g it s e v n i e h t s n i a l p x
e e problem and t hei mpo tranceof t hestudy. I talso .
y d u t s e h t f o d o h t e m h c r a e s e r e h t s e v l o v n
i Thi schapte ri sintended to give the .
e r u t c i p r a e l c a s r e d a e r
.
A ResearchBackground
h s il g n E , a i s e n o d n I n
I isl earneda sani mpo trantf oreignl anguage. tIi sused e
h t r o
f purposeo fabsorpitonanddevelopmen tofs cience,t echnology ,cutlureand o
h ti w n o it a l e r e h
t the r countire s (Depdikbud , 1994 , p.1) . Consideirng the t
n e m n r e v o g n a i s e n o d n I e h t , h s il g n E f o e c n a tr o p m
i andt heeducaitonexpetr shave e
il r a e h s il g n E d e c u d o rt n
i r t hat i s i n Elementary School .They focu son younge r n
e r d li h
c because tii st hebes titmef o rthemtol earnmanykinds ofl anguages. tI si u
s o s l
a ppo tredbyBrown( 1993) ,hestatesthatt hestudent sa tElementary Schoo l r
aesitllin t heciritca lage( p.52) .C iritca lagei sabiologically determinedpeirod i
u q c a e b n a c s e g a u g n a l n e h w e fi l f
o red moreeasliy ,bu tbeyond t hoselanguage s .
e ri u q c a o t t l u c if fi d y l g n i s a e r c n i e r
a In fact ,i ti seasie rfo ryounge rchlidren to n
r a e
l language srathe r than adutls .According to Kaswant i(1998 ,p.2 ,9) t he o
h c S y r a t n e m e l E e h t t a n e r d li h
2 e h t f o e s u a c e b e u g n o t r e h t o m r i e h t e d i s e b e g a u g n a
l ri b ar ni ’s plasitctiy .I tmean s y ti li b a e r o m s a h n i a r b e h t t a h
t toabsorbnewknowledgeeasliy.
e h t f o e n
O elementary school s in Wonosa ir , namely Kanisiu s I I y r a t n e m e l
E School ,ha sstatred inrtoducing Engilsh .Thi sschoo lha sinrtoduced n e d u t s ri e h t f o y ti n u tr o p p o e h t e k a t o t d e e n y e h t t a h t k n i h t y e h t e s u a c e b h s il g n
E t s’
h c i h w , h s il g n E g n i h c a e t f o s e v it c e j b o e h t t e g o t e v a h y e h t ,s e d i s e B . d o ir e p l a c it ir c .s l e v e l r e h g i h e h t n i y d a e r e b o t s t n e d u t s e h t e t a v it o m o t d n a e r a p e r p o t e r a l o o h c s e h t r o f e g n e ll a h c g i b a s i
tI t o inrtoduce Engilsh t o t heri students . e z il a e r y e h
T tha tto learn a new language i salso to learn ti svocabulary .I ti s . s t n e m e l e c i s a b e h t f o e n o s i y r a l u b a c o v e s u a c e
b I tmeanst ha tvocabulary i sthe f o l a rt n e
c language and o fthe ciritca limpo trance to typica llanguage learners . t
u o h ti
W suf ifcien tvocabulary ,the learner scanno tcommunicate effecitvely o r r o c c A . m r o f n e tt ir w d n a l a r o h t o b n i s a e d i s i h /r e h s s e r p x
e ding t o Krashen ( 1984 ,
4 7 .
p ) i , ti sundeniablet hatl earning vocabulary growst hrough i ncidentall earning , g n i d a e r n i e g a u g n a l e l b i s n e h e r p m o c o t e r u s o p x e s u o u n it n o c h g u o r h t s a h c u s . s e s i c r e x e g n it ir w d n a , g n i k a e p s , g n i n e t s
il In l earning Engilsh ,vocabulary play s f e h t n i e l o r t n a tr o p m
i ou r Engilsh language skills , ilke wha t Schmitt a nd c
M Catrhy (1997 ,p.6 )state that vocabulary ha san impo tran trole in language .s ll i k s e h t f o s tl u s e r e h
T observaiton int het hrid grader so fKanisiusI IWonosar i c S y r a t n e m e l
d e k s a e r e w s t n e d u t s e h T . s i s a b y li a d a t a a i d e m g n it s e r e t n i e s u t o n d i d r e h c a e t e h T
. n e v i g y r a l u b a c o v e h t e n i g a m i y l n o o t
n o n e m o n e h p t a h t n o d e s a
B , the wrtiert ired t o design t he mateirals .The e
b d l u o h s s l a ir e t a
m presentedasi nteresitnga spossiblebecauset hosecanbeused t
s e r e t n i ’ s t n e d u t s e h t t c a rt t a o
t s andtomo itvatet hestudentstol earnEngilsh . The h
t t a s t n e d u t
s i speirod arestli lcu irou sabou tnew t hings ,so wehave t o t aket hi s t
o t y ti n u tr o p p
o each vocabulary to them wtih the interesitng media and e
u q i n h c e
t s .In the designed mateirals ,the wrtie ruse spictures a sthe teaching m
u i d e
m .The use o fpicture sa sthe teaching medium i sto make the student s r
e i s a
e t o memo irze thewords .By showing the picture sand t heri names ,i twli l e
v a h y e h t e s u a c e b e z ir o m e m o t s t n e d u t s e h t p l e
h seen the pictures themselves . e b t s u m y r a l u b a c o v e h t g n i h c a e t n i d e s u s t c e j b o e h t f o s g n i n a e m d r o w e h
T easliy
. s e it i v it c a y li a d ’ s t n e d u t s e h t n i d n u o f
y r a l u b a c o v g n i h c a e
T byusing picture scanbeveryf un.Pictures canmake s
t n e d u t
s eb moref ocuse od nl earningandmake ti thestudent seasiert or emembe r s
d r o w e h
t .Student sarei ntereste dwhenevertheyl earnEngilshusingpictures. The o
t s t n e d u t s e h t e s a e s e r u t c i
p understandt hedfiifcul twords .Accordingt oGe lrach d
n
a Ely (1980) ,t he use o fpicture sis more efifcien tand pracitcal than words )
3 7 2 . p
( .
e h T . d e v l o s e b o t m e l b o r p e n o d e t a l u m r o f r e ti r w e h t h c r a e s e r s i h t n I
s i n o it s e u
q “Wha td eo t h designed mateirals for t he t h rid grader sof Kanisiu sI I y
r a t n e m e l E i r a s o n o
4 l a ir e t a m d e n g i s e d f o t e s a e d i v o r p d n a n o it s e u q d e t a l u m r o
f s whichusingpicture s
a e t r o
f ching vocabulary t o t hethrid grader so fKanisi usI IWonosar iElementary l
o o h c
S . The mateiral s hopefully help the teache r o f Kanisiu s I I Wonosar i y r a t n e m e l
E School teach Engilsh vocabulary .Thi sstudy i salso usefu lfo rthe d ri h t e h t r o f s l a ir e t a m e t a ir p o r p p a e h t t u o b a n o it a m r o f n i e h t n i a t b o o t s r e d a e r
g erad r so felementarys choo.l
.
B ResearchMethodology
I I s u i s i n a K t a e c a l p k o o t h c r a e s e r s i h
T WonosairElementary School . tIi s o d e t a c o
l n Jl . Mgr. Sugiyopranoto , Balehajro Wonosa ir , Gunungkidul . The f o s t n e d u t s e h t e r e w y d u t s e h t f o s t c e j b u
s the thrid grader so f Kanisiu s II ir a s o n o
W Elementary School .Therewere35 students i n t hi sclass ,consisti fng o 8 1 d n a e l a m 7
1 femalestudents .Thereweresomeconsideraiton swhy t hewrtie r s s a l c e h t g n i n i o j n i c it s a i s u h t n e o s e r e w s t n e d u t s e h t , t s ri F . s s a l c s i h t e s o h c e t a r e p o o c d l u o c s t n e d u t s e h t , d n o c e S . h s il g n E g n i n r a e l n i y ll a i c e p s e , s e it i v it c a . h c r a e s e r e h t d e t c u d n o c r e ti r w e h t n e h w l l e w a t a d e h t t c e ll o c o
T and to design the mateiral s the wrtie r used two e m u rt s n
i nts .Theyarei nformali nterviewandquesitonnarie . .
1 InformalI nterview
f o m r o f l a r o e h t s i w e i v r e t n i n a , ) 1 3 2 : 2 9 9 1 ( y a G o t g n i d r o c c A i v r e t n i r e ti r w e h T . a t a d e h t n i a g o t e ri a n n o it s e u
q ewed t he Engilsh t eache roft he e d a r g d ri h
.s t n e d u t s r e h y b d e d e e n s l a ir e t a
m The resu tls o fthe interviews w ee r used to o
t e h t ,s e v it c e j b o e h t ,s e it i v it c a e t a ir p o r p p a e h t t u o b a n o it a m r o f n i n i a t b
o pics ,and
.s l a ir e t a m e h t
.
2 Quesitonnaries
e ti r w e h t y d u t s s i h t n
I rused quesitonnaries to obtain the data .There are :
s e ri a n n o it s e u q f o s d n i k o w
t closedf orm( srtuctured )quesitonnarieandopenf orm d
e r u t c u rt s n u
( )quesitonnaries( Arye ta.l ,1979) .Theclosedquesitonnariecontain s a
s n o it s e u q e h
t ndtheatlernaitveanswert ot hem .Theopenquesitonnarie od se tno e
d u l c n
i the suggested answe.r In thi s research , the wrtie r used the open h t d e t u b ir t s i d r e ti r w e h t , s l a ir e t a m e h t g n i n g i s e d e r o f e B . e ri a n n o it s e u
q e
it s e u
q onnariet o the t h rid grader fs o Kanisiu sI IWonosar iElementary School in n
i a t b o o t r e d r
o infor am it on on the needs analysis .The quesitonnarie provided e
m o
s quesiton sabou tthe students ’background on the learning Engilsh and the t
u o b a s n o it s e u
q wha tkind soft opicst hatt heyneed. r
e w s n a e h
T s from the paritcipants were rtanscirbed .A tferward ,s each f o e g a t n e c r e p e h t e t a l u c l a c o T . e g a t n e c r e p o t n i d e t a l u c l a c s a w r e w s n a d e b ir c s n a rt
d e y o l p m e r e ti r w e h t , e s n o p s e r h c a
e theformulaasf ollow .s
�̄ =� � 0� 1 %0
: e t o N
�̄ =percentager esutl
6 d n a h c r a e s e R l a n o it a c u d E e h t d e y o l p m e r e ti r w e h t , y d u t s s i h t n I
t d e s u s i d o h t e m s i h T . d o h t e M t n e m p o l e v e
D oanswert heproblemoft hisr esearch e
h t n g i s e d o t d n
a mateirals .The wrtie rused this method because the wrtie r o t d n a y r a l u b a c o v e h t g n ir e t s a m n i s m e l b o r p ’ s t n e d u t s e h t e z y l a n a o t d e t n a w
n g i s e
d an Engilsh vocabulary l esson using pictures .According t o Borg and Gal l :)
7 0 0 2 (
y rt s u d n i n a s i t n e m p o l e v e D d n a h c r a e s e
R -based developmen tmode lin d n a s t c u d o r p w e n n g i s e d o t d e s u e r a h c r a e s e r f o s g n i d n if e h t h c i h w
d l e if y ll a c it a m e t s y s e r a n e h t h c i h w , s e r u d e c o r
p -tested , evaluated , and
e if i c e p s t e e m y e h t l it n u d e n if e
r d crtie ira o feffecitveness , qualtiy , o r (
.s d r a d n a t s r a li m i
s p .589)
o t r e d r o n i s e r u d e c o r p e m o s d e t c u d n o c r e ti r w e h
T attain theobjecitve so f
. y d u t s s i h
t The wrtie rused Dick and Carey’ s(2005 )model so finsrtuciton and s
’ p m e
K (1977 )model so finsrtuciton theory a sthe basic theo ire sto design the l
a ir e t a
m s .Thosearecontaining somestepst ha thad t o bef ollowed by t hewrtier . p
e t s e s o h
T s wouldbeelaboratedf u trherbelow. .
1 Identfiyi nsrtucitona lgoals p
e t s t s ri f e h
T tha tthe wrtie rhad to do was identfiying the goals. I twa s d a h y e h t r e tf a o d o t e l b a e b o t s t n e d u t s e h t d e t n a w r e ti r w e h t t a h w t u o b a
e h t d e t e l p m o
c wrtier’si nsrtuciton. Thegoal soft hedesignedmate iral sweref rom d
n a d r a d n a t s e c n e t e p m o c e h
t thebasiccompetence . .
2 Analyzel earner sandcontext r e ti r w e h t , p e t s s i h t n
I h ad to analyze the learners ’characteirsitcs and d
e e n ’ s r e n r a e
.l o o h c S y r a t n e m e l
E Thewrtie rhadt oanalyzet hel earningcondiitonandl earning l
a ir e t a m e l b a ti u s e h t e k a m o t s t n e d u t s e h t f o s e l y t
s s fort hes tudent .s
.
3 Wrtieperformanceobjecitves
e c n a m r o f r e p g n it ir w s a w d e t c u d n o c r e ti r w e h t t a h t p e t s d ri h t e h T
e v it c e j b
o s . In thi s step the wrtie r decided the goals . The mateiral s were d
n a s e c n e t e p m o c d r a d n a t s e h t n o d e s a b d e n i m r e t e
d the basic competences .The
e w s t n e d u t
s reexpectedt obeablet oachievet hesegoal satfert heyhadcompleted .
n o it c u rt s n i e h t
.
4 Developi nsrtucitonals rtategy n
I thi sstep the wrtie rhad to identfiy the srtategy tha twould be used in s
s e c o r p g n i n r a e l g n i h c a e
t e .s Thewrtie rh adto maket he ilsts o facitviitesi n each g
n it e e
m which were put i n l esson plan .Thepurposewasto achievet het erminal .
e v it c e j b o
.
5 Developands electi nsrtucitona lmateirals
. s l a ir e t a m l a n o it c u rt s n i g n i p o l e v e d s a w p e t s t x e n e h
T Thewrtie rused t he
o it c u rt s n
i na lsrtategy i n order t o develop t he i nsrtucitona lmate irals .In t hi sstep e
h t d e n g i s e d r e ti r w e h
t vocabulary mateiral susing pictures .The mateiral swere .
s e v it c e j b o d e n i m r e t e d e h t n o d e s a b e d a
m Iti ncluded the i nsrtuctor’ sguide sand .s
8
I I R E T P A H C
N O I S S U C S I D
r e t p a h c s i h
T present s two majo rareas ,namely the elaboraiton o fthe
n o it a t e r p r e t n i e h t s a l l e w s a s g n i d n if e h t d n a h c r a e s e r e h t n i d e s u e r u t a r e ti l d e t a l e r
e h t f
o ifnding .s The ltierature used in the research discusse sthe insrtucitonal
l a ir e t a
m s design used ,vocabulary ,and pictures .The nex tpar twould discusst he
. y d u t s e h t f o s g n i d n if
.
A Reviewo fRelatedLtierature
c i s a b l a r e v e s d e s u r e ti r w e h t h c r a e s e r s i h t n
I theo ire s to design the
l a ir e t a
m s .There are al o to fnumber sof i nsrtucitona ldesign models .Thewrtie r
e d l a n o it c u rt s n i f o s l e d o m e m o s d e s
u sign a sthe theo ires ,namely Dick and
s ’ y e r a
C (2005 )model so finsrtuciton and Kemp’s (1977 ) mode lo finsrtuciton ,
vocabulary ,and pictures .The wrtie rused Dick and Carey’ s(2005 )model so f
s ’ p m e K d n a n o it c u rt s n
i (1977 )model so finsrtuciton a sthe basic theo ire sto
l a ir e t a m e h t n g i s e
d s which contained somestepst ha thad t o be followed by t he
.r e ti r w
r e ti r w e h
T combined t hemi nto anew mode lwhich sw a used to consrtuc t
n
a insrtucitona ldesign .Therewere ifves tepst hatt hewrtie rchose .Theyhadbeen
. r e t p a h c t s ri f e h t n i y g o l o d o h t e m e h t n i e r o m d e t a r o b a l
e Byf ollowingt hosesteps ,
r e ti r w e h
t would ifnally cometo t hedeveloping and selecitng themateirals .The
g n i s u s l a ir e t a m e h t d e n g i s e d r e ti r
. l o o h c S y r a t n e m e l E f o s r e d a r
g The wrtie rtook some example so fpicture sin
l u b a c o v e h t e d a m r e ti r w e h T . s l a ir e t a m e h t g n i n g i s e
d ary mate iral sa sthe main
, e r o f e r e h T . h c a e t o t s l a ir e t a
m thewrtie rwouldneedt het heo ire sabou tvocabulary
. s e r u t c i p d n
a Al loft hosetheo ire swli lbeelaboratedf u trherbelow.
.
1 DickandCarey’ sModeli nstruciton
d r o c c
A ing to Dick and Carey (2005) ,“insrtuciton proces s tisel fcan be
. ) 2 . p ( ” m e t s y s a s a d e w e i
v A systemi st echnicallyase tofi nterrelatedpatr ,al lo f
. l a o g d e n if e d a d r a w o t r e h t e g o t k r o w h c i h
w Thesystem consist sof t hel earners ,
n r a e l e h t d n a , l a ir e t a m l a n o it c u rt s n i e h t , r o t c u rt s n i e h
t ing envrionment .A san
t s n
i rucitona lmateiral designer ,the wrtie ris expected to be able to design the
.s l a ir e t a
m Dick and Carey’ s(2005 )mode lo finsrtucitona ldesign consist so f
s ’ y e r a C d n a k c i D . s p e t s e t e l p m o
c (2005 )insrtucitona ldesignmode ldescirbe e st n
g n i y fi t n e d i y b d e tr a t s s i t I . n o it c u rt s n i f o s p e t
s et h insrtucitona l goal s and
n o it a u l a v e e v it a m m u s e h t g n it c u d n o c d n a g n i n g i s e d y b d e d u l c n o
c ,a sseen in
. 1 . 2 e r u g i F
0 1
e h
T procedureo fifgure2.1wli lbeelaboratedbelow.
.
a Identfiyi nsrtucitona lgoals
s i p e t s t s ri f e h
T determiningt hegoal .Thei nsrtucitona lgoal sdea lwtiht he
f o e p y
t intended outcomes expected from the student swheneve r they have
t s n i e h t d e t e l p m o
c ruciton .s T his can be obtained from the il of st goals ,
T . s t n e m e ri u q e r r e h t o d n a , t n e m s s e s s a s d e e n , s i s y l a n a e c n a m r o f r e
p hedesigne rcan
h t e r o m e k a
m anonegoa lofi nsrtuciton.
.
b Conducti nsrtucitona lanalysis
t ,l a o g e h t g n i n i m r e t e d r e tf
A henexts tepi sanalyzingt heinsrtucitona lgoal .
m r o f r e p y e h t n e h w o d s t n e d u t s e h t t a h w e n i m r e t e d o t d e d e e n s i
tI theestabilshed
l a o
g ,including the determinaiton o fthe skills ,knowledges ,and atttiude sthose
. n o it c u rt s n i e h t n i g e b o t e l b a e b o t s r e n r a e l e h t r o f d e ri u q e r e r e w
.
c Analyzel earner sandcontexts
e h t ,l a o g l a n o it c u rt s n i e h t g n i z y l a n a s e d i s e
B insrtucitona ldesigne rshould
. s t x e t n o c e h t d n a s t n e d u t s e h t e z y l a n
a Collecitng the informaiton abou t the
y e h t h c i h w n i t x e t n o c e h t ,s t n e d u t
s learnt heskills ,and t hecontexti n which t hey
t n a tr o p m i s i m e h t y o l p m e l li
w indesigningt hei nsrtuciton.
.
d Wrtieperformanceobjecitves
e v it c e j b o e c n a m r o f r e p g n it ir w s i p e t s h tr u o f e h
T s. Thisi st hestept owrtie
l a n o it c u rt s n i e h t n o d e s a b n e tt ir w e b n a c t I . s l a o g f o s t n e m e t a t s e h
t analysi sand
t n e m e t a t s e h
t s o fenrty behaviours .Thei nsrtucitona ldesigne rshould wrtiemore
s t n e m e t a t s c if i c e p
s abou tthe skill sto be learned ,the condiiton ,and also the
o f a ir e ti r
.
e Developassessmenti nsrtuments
s i t x e n e h
T developing assessmen t insrtuments . Thi s assessmen t
s t n e m u rt s n
i are developed based on the estab ilshed objecitves .Thi sassessmen t
e t a ir p o r p p a e b d l u o h
s to measure t hel earners ’ablitiy t o perform wha thad been
r
w itten i n t heobjecitves .Thi swli lemphasizemoreon t heskill sdescirbed in t he
s e v it c e j b
o .
.f Developi nsrtucitonals rtategy
g e t a rt s e h t y fi t n e d i o t s i p e t s s i h
T y in the insrtuciton .Thi sinsrtucitona l
s i h T . s p e t s e v if s u o i v e r p e h t n o d e s a b d e p o l e v e d s i y g e t a rt
s w lli involve the
v e
s e ralcomponent so fstudentsl earning i ncluding thep -reinsrtucitona lacitviites ,
f o n o it a t n e s e r
p content ,sl earne rparitcipaitons ,andassessment .s
.
g Developands electi nsrtucitona lmateirals
l e s d n a p o l e v e d d l u o h s r e n g i s e d l a n o it c u rt s n i e h t , p e t s s i h t n
I ec tthe
l a n o it c u rt s n i e h t n o d e s a b d e p o l e v e d s i n o it c u rt s n i s i h T . s l a ir e t a m l a n o it c u rt s n i
s e d u l c n i t I . y g e t a rt
s the insrtuctor’ s guides , students ’ modules , overhead
o e d i v , y c n e r a p s n a
rt - etap ,compute rbased mulitmedia formats ,and web- gp e ra fo
g n i n r a e l e c n a t s i
d .
.
h Designandconductf ormaitveevaluaitonofi nsrtuciton
. n o it a u l a v e e v it a m r o f e h t n g i s e d o t s i p e t s s i h
T eT h dataareemployed t o
. t o n r o n o it c u rt s n i e h t f o t n e m e v o r p m i y n a s i e r e h t r e h t e h w y fi t n e d
i There are
e r h
t et ype soff ormaitveevaluaitons thatt hei nsrtucitona ldesigne rcould employ,
y l e m a
2 1 n o it a m r o f n i f o e p y t t n e r e f fi d a h ti w r e n g i s e d e h t s e d i v o r p n o it a u l a v e f o e p y t h c a E e h t e v o r p m i o t d e s u e b n a c t a h
t insrtuciton .
.i Revisei nsrtuciton
s i p e t s t x e n e h
T to revise the insrtuciton .The data from the formaitve
n o it a u l a v
e s wli lbe employed to re-examine the vaildtiy o fthe insrtucitona l
n o it c u rt s n i e h t e s i v e r l li w r e n g i s e d e h T . d e w e i v e r e r a a t a d e h t f o l l A . s i s y l a n a tl u s e r e h t n o d e s a
b s oft heformaitveevaluaitons.
.j Designandconducts ummaitveevaluaiton
, p e t s l a n if e h t s
A the designe rha sto design and conduc tthe summaitve
. y ti li b a ’ s t n e d u t s e h t s s e s s a o t n o it a u l a v
e tIi sno tapar to fthedesignprocess ,bu t
l a n o it c u rt s n i e h t s e v l o v n i s i h T . n g i s e d l a n o it c u rt s n i e h t r o f n o it a u l a v e l a n if a s a n a s a r e n g i s e
d independen tevaluator.
.
2 Kemp’ sModelI nstruciton
) 7 7 9 1 ( p m e
K state s tha t the insrtucitona l design plan i s designed to
e s e h t s r e w s n
a three quesitons: wha t mus t be learned? (objecitves) , wha t
? s l e v e l g n i n r a e l d e ri s e d e h t h c a e r o t t s e b k r o w l li w s e c r u o s e r d n a s e r u d e c o r p n e h w w o n k l li w e w w o h s i t s a l e h t d n a , ) s e c r u o s e r d n a s e it i v it c a
( the requried
? e c a l p n e k a t s a h g n i n r a e
l (evaluaiton) .Kemp’ s(1977 )mode lo finsrtuciton i s
e r e h T . e l b i x e lf e r o
m areonlyeights tepsi nKemp’ smode linsrtucitonal .
’ s p m e K f o s t n e n o p m o c e h
T (1977 )mode lofi nsrtucitoncanbedescirbedbelow.
.
a Conside rgoals ,ilstt opic ,ss tatet hegenera lpurposes
e h t g n it a t s n e h t s c i p o t f o s t s il d n a s l a o g e h t g n i d i c e d s i p e t s t s ri f e h T . c i p o t h c a e g n i h c a e t r o f s e s o p r u p l a r e n e
s e g n a h c e z i n g o c e r d l u o h s s l a o g f o s t n e m e t a t S “ . a e r a t c e j b u s d n a s t n e d u t s , y t e i c o s s ti d n a y t e i c o s f o s d e e n e h t n i s e g n a h c s a l l e w s a , s t s e r e t n i d n a s d e e n ’ s r e n r a e l n i r o j a m e h t t s il o t s a h r e n g i s e d e h t ,s l a o g e h t g n i z i n g o c e r r e tf A . ) 4 1 . p ( ” s n o it u ti t s n i . s c i p o
t Thet opic sshould be deifned wtihin t heconten tarea as t he scope of t he
. e s r u o
c At t hi spoint i tbecome snecessary t o decidehow many t opic sshould be
. h t p e d t a h w o t d n a d e t a e rt g e h
T enera lpurpose so fthe goals ea r accepted as staritng points fo rthe
e r a y e h T . s e s o p r u p l a r e n e g e h t e t a t s o t d e s u e b n a c s n o i s s e r p x e e m o S . g n i n n a l p . c i p o t e h t n i h s il p m o c c a o t s t n a w r e h c a e t e h t t a h w y l d a o r b g n i y fi n g i s o t d e s u .
b Enumeratet heimpo tran tcharacte irsitc soft hel earners
n e d i s i p e t s d n o c e s e h
T tfiying the learners ’characteirsitcs .I ti sreally
s c it s ir e t c a r a h c ’ s r e n r a e l e h t g n i y fi t n e d i y b e s u a c e b t n a tr o p m
i , the wrtie rmay
n i a t b
o some informaiton abou tthe students ’capabiilites ,need sand interests .
n i h c a e t f o d n i k t a h w e d i c e d o t r e h c a e t e h t p l e h n a c e s e h
T gs rtategie swli lbeused.
.
c Specfiyt hel earningobjecitves
p m e
K (1977 )proposed onequesiton deailng wtih the learning objecitves ,
d l u o h s s y a w t a h w n i r o , o d o t e l b a e b r o w o n k s t n e d u t s d l u o h s t a h w “ s i h c i h w r e tf a , y lt n e r e f fi d e v a h e b y e h
t studying t his t opic?” (p.23) .The objecitves can be
g n it ir w n I . e v it c e f f a d n a c ir o t o m o h c y s p , e v it i n g o c s a d e z ir o g e t a
c the objecitves ,
s e it l u c if fi d e m o s e b l li w e r e h
t .Therefore, t herehast o beaproceduret o f ollow .
if e d h ti w g n it r a t
S ning an aciton verb, the conten treference tha tdesirbes the
u
s bjec tbeing rteated, the performance standards ,and ifnally i ti sfollowed by
c i h w r e d n u s n o it i d n o c r o a ir e ti r
4 1
.
d Subjec tContent
t x e
N ,t hewrtie rdeterminest he ils to fsubjectcontenti nordert oclarfiyt he
.t h g u a t e b t s u m t a h t s g n i h t t n a tr o p m i e m o s g n i d u l c n i ,s e v it c e j b o g n i n r a e
l Thi spar t
t c e j b u s t a h w “ r o ” ? d e t a e rt e b d l u o h s t n e t n o c t c e j b u s t a h w “ , n o it s e u q a h ti w s tr a t s d e d i c e d n e e b e v a h t a h t s c i p o t e h t n o d e s a b t n e t n o
c ? d”a n followed bymakingt he
l a ir e t a m e h t f o y r e t s a m ’ s t n e d u t s e h t e z y l a n a o t k s a t s. .
e P -reassessment
o t t n a tr o p m i s i t
I check the students’ exisitng knowledge .There are two
e r p f o s d n i
k -assessments , namely prerequistie s tesitng and pretesitng . “A
e t a v ir p e t a ir p o r p p a e h t e v a h s t n e d u t s r e h t e h w s e n i m r e t e d t s e t e ti s i u q e r e r p , e li h w n a e M . ) 5 1 . p ( ” c i p o t e h t r o f n o it a r a p e r p d n u o r g k c a
b apretesitng t esti sused
d u t s s e v it c e j b o e h t f o h c i h w e n i m r e t e d o
t ent smayarleadyhaveachieved( p.51 .)
.f Teachingl earningacitviite sandr esources
e t s h t x i s e h t n
I p, t hewrtie rselects t he l earning ort eaching acitviite sand
e t n o c t c e j b u s e h t t a e rt l li w t a h t s e c r u o s e r l a n o it c u rt s n
i nt . The student swli l
h t n I .s e v it c e j b o e h t h s il p m o c c
a i sstage, thei nsrtucitona ldesigne rmus tdetermine
t s o m e h
t efifcien tand effecitve method and t hen selec tthe mateirals t o provide
. e v it c e j b o h c a e h ti w d e t a i c o s s a t n e t n o c e h t e z il it u l li w t a h t s e c n e ir e p x e g n i n r a e l .
g Supporitngs ervices
i v r e s g n it r o p p u s e h
T ce sare budget ,personnel ,faciilites ,equipmen tand
. n a l p l a n o it c u rt s n i e h t t u o y r r a c o t s e l u d e h c
s The supporitng service smus tbe
g n it c e l e s e h t d n a s n a l p l a n o it c u rt s n i f o g n i k a m e h t s a e m it e m a s e h t t a d e r e d i s n o c ir e t a m e h t f
e c n a d i u g , s e l u d e h c s t n e d u t s ( n o it u ti t s n i e h t f o s t c e p s a l a n o it a r e p o r e h t o h ti w
.) h tr o f o s d n a , s e c i v r e s
.
h Evaluaiton
o t y d a e r s i r e n g i s e d e h T . n g i s e d l a n o it c u rt s n i s i h t n i p e t s f f o y a p e h t s i s i h T
g n i n r a e l e h t e r u s a e
m outcomesr elatedt o t heobjecitves .Thu ,s t hef eedback f rom
.r e h tr u f n g i s e d g n i n r a e l e h t p o l e v e d r o e s i v e r o t d e s u e b n a c n o it a u l a v e s i h t
9 : 7 7 9 1 , p m e K ( l e d o M n g is e D l a n o it c u r t s n I s ’ p m e K . 2 . 2 e r u g i
F )
.
3 Vocabulary
g n i n g i s e d e r o f e
B the vocabulary mateiral ,s the wrtie rshould know wha t
t u o b a s i y r a l u b a c o
6 1 e h t h c a e r o t r e d r o n i r e n r a e l e h t tr o p p u s d n a e t a ti li c a f n a c t a h t e g a u g n a l a n i s d r o w t a h t s d r o w e h t o t s r e f e r o s l a t i , r e v o e r o M . s ll i k s e g a u g n a
l make up a language .
2 8 9 1 ( n o tr u B y b d e tr o p p u s s i t n e m e t a t s s i h
T ,p.99) ,who say stha tthe student s
n r a e l o t e l b a m e h t e k a m o t r e d r o n i y r a l u b a c o v h g u o n e h ti w d e il p p u s e b d l u o h s . g n it ir w d n a g n i d a e r , g n i k a e p s , g n i n e t s il : e r a y e h t ,s ll i k s e g a u g n a l r u o f e h t n e h s a r
K in the Natura l Approach : “Language Acquisiiton in the
o s l a d n a e t a c i n u m m o c o t c i s a b s i y r a l u b a c o v t a h t s e z i s a h p m e o s l a ” m o o r s s a l C . s s e c o r p n o it i s i u q c a e h t r o f t n a tr o p m i y r e
v Therefore , learning a language ,
e b t o n n a c h s il g n E g n i d u l c n
i separatedf rom ti svocabulary. Thede ifniitonr eveal s
n r a e l o t s r e n r a e l e h t tr o p p u s n a c t a h t e g a u g n a l a n i s d r o w f o k c o t s a s a y r a l u b a c o v n i t n e i c if o r p e b o t s ll i k s e g a u g n a l d n a s t n e m e l e e g a u g n a l r e h t
o aforeignl anguage
. n o it a s r e v n o
c tI i si mpo trant t o i nrtoducesome Engilsh word sfrist t o t heyoung
s a s r e n r a e
l a basic step to learn Engilsh vocabulary in orde rto understand the
.r e h tr u f s e c n a r e tt u y e h T . s tr a p e e r h t o t n i d e d i v i d e r a y r a l u b a c o v f o s e ir o e h t e h t , e r o m r e h tr u F e h t y b d e w o ll o f d n a n o it c e l e s y r a l u b a c o v , y r a l u b a c o v f o e c n a tr o p m i e h t e r a . y r a l u b a c o v g n i n r a e l d n a g n i h c a e t f o e l p i c n ir p e h t n o n o i s s u c s i d .
a TheI mpo tranceo fVocabulary
Vocabulary i s one o f the impo tran t element s which can suppor t the
s ll i k s e g a u g n a l r e h t o n r a e l o t s r e n r a e
l .Thi si scla irifed by Bu tron (1982 ,p.9 ,8)
f o s ll i k s e g a u g n a l e h t n r a e l o t s r e n r a e l s tr o p p u s y ll a e r y r a l u b a c o v t a h t s y a s o h w . e g a u g n a l t e g r a t e h
s e v l e s m e h t g n it a e p e r t u o h ti w d n a , y l d i v i v , y l e s i c e r p s a e d i ri e h t s s e r p x e o t s r e n r a e l . n o it i s o p m o c n i s i y r a l u b a c o v f o e c n a tr o p m i r e h t o n
A also explained by Spende r(1980 ,
.
p163) .He say stha tin orde rto ilve in the wo lrd ,we mus tname an object ,an
g n il e e f a d n a , t n e v
e .Name sareessenitalf o rconsrtuciton of r ealtiy f o rwtihou ta
. g n il e e f a d n a , t n e v e n a , t c e j b o n a f o e c n e t s i x e e h t t p e c c a o t tl u c if fi d s i ti , e m a n d n a r e d r o o t t p m e tt a e w y b e r e h w s n a e m e h t s i g n i m a
N srtucture the chao sand
. d e t a it n e r e f fi d n u n a e b e s i w r e h t o d l u o w h c i h w e c n e t s i x e f o x u lf e h t ,s d r o w f o k c o t s a g n i v a h y b t a h t w o n k e w , e v o b a n o it a n a l p x e e h t m o r F c o t e l b a e b l li w s r e n r a e
l omprehend the reading mateirals .I ti sbecause to read
e r o
m compilcated and vaired source so finformaiton ,one needs to maste rthe
y e h T . y r a l u b a c o
v wli lalso be able to speak lfuenlty and wrtie some kind so f
. y li s a e g n it ir
w Meanwhlie,t hel acko fmaste irngt hevocabularyo fal anguagecan
e s u a
c a misunderstanding and inablitiy to expres s some idea s o r ask fo r
. n o it a m r o f n i t c a f e s e h t g n ir e d i s n o
C s ,i ti sbette rto inrtoduce Engilsh to the student s
e c n i
s inElementarySchoo lbecauset heywli lmaste rEngilshwhent heygraduate.
a f o s g n i n a e m y n a m o s e z i n g o c e r d n a e z ir o m e m o t e l b a e r a s t n e d u t s e s o h t f I d n if t o n l li w y e h t , y r a l u b a c o v e g a u g n a
l any dfi ifcutly in learning the language
s ll i k
s .Therefore ,the schools have et h task t o t each vocabulary a ssuggested by
( n w o e K c M d n a l o r a
C 1987 ,p.1 . A) tlhough aconsiderableamoun to fvocabulary
e h t s r a e y y lr a e e h t n i g n i n r a e l e g a u g n a l y r a m ir p h ti w d e t a i c o s s a s i g n i n r a e l e h t f o t s o m f o n o it i s i u q c
8 1 e h t , t c a f n I . g n il o o h c s f o s r a e y e h t g n ir u
d p irmary task o fthe school ,a sfa ra s
. y r a l u b a c o v h c a e t o t s i , d e n r e c n o c s i g n i n r a e l e g a u g n a l .
b VocabularySeleciton
c o t s d e e n r e n n a l p e h t s a r e h c a e t e h
T onside rmany t hing sbeforet eaching
y r a l u b a c o v h s il g n
E .Oneo fthe mos timpo trant t hing si sto selec twords s/hei s
. h c a e t o t g n i o
g tIi sbecauset hevocabularydea lwtihword swhichhavenumerou s
i , s e d i s e B . m o r f e s o o h c o t s ti n
u ti sdfiifcul tbecause there are dfiference sin
d e s a b e r e w y e h t h c i h w n o s i s y l a n a c it s i u g n
il ,ass tatedbyMacK ey( 619 5 ,p.195) .
- Some have considered any two form sa stwo dfiferen twords .Fo rexample :
d r o w e l g n i s a s a d n a e m o s y b s d r o w o w t s a d e t n u o c e r a ” e c i m “ d n a ” e s u o m “ .s r e h t o y b
- There i sthe dfiference in meaning necessary to make some from a dfiferen t
h t s i : e l p m a x e r o F . d r o
w e“claim”stated byaprospecto rand t he“claim”made
? s d r o w t n e r e f fi d o w t r o d r o w e m a s e h t r e y w a l s i h y b
- Classiifed whethe rthe srtuctura lword to be counted a svocabulary o ra s
d n a ” e v a h “ e k il s d r o w t u o b a w o h , y l e t a r a p e s d e t n u o c e r a y e h t f I ? e r u t c u rt s g
“ et” ,whichcanbeclasseda sboths rtuctura landconten twords?
- I fword sare ilsted unde rseparate par to fspeech ,how aboutt hoseword s ilke
? h c e e p s f o t r a p y n a s a n o it c n u f n a c h c i h w ” d n u o r “ g n ir e d i s n o
C these, t het eacher si expected t o considert hedfiifcutly oft heword s
.
c ThePrinciple s
