Lexically-based materials for vocabulary i course at The English Language Education of Sanata Dharma University Yogyakarta.

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ABSTRACT

Yulia, Made Frida. 2005. Lexically-based Materials for Vocabulary I Course at the English Language Education of Sanwa Dharma University Yogyakarta. Thesis, English Language Education, Graduate Program Malang State University. Advisors: (I) Prof. Dr. Siusana Kweldju, M. Pd. (II) A. Effendi Kadarisman, Ph.D.

Key Words: lexically-based, vocabulary, chunks, contrived learning, incidental learning

The study was aimed at developing lexically-based materials for Vocabulary I Course at the English Language Education of Sanata Dharma University Yogyakarta. The development adopted Kweldju's Lexically-based Language Teaching, which was intended to make English 'learning rewarding and fruitful, realizing that Indonesian learners of English still had shortcomings in their vocabulary size and collocational competence. The lexically-based materials would raise students' awareness of the existence of chunks or prefabricated units of language and of the fact that learning vocabulary was more than just learning individual words in isolation.

The instruments employed were an interview guide, questionnaires, observation notes and the researcher as the human instrument. After the developed materials were ready, expert verification was conducted to verify them. The feedback from the experts was used to revise the materials. Afterwards, the revised materials were tried out to two groups of 60 (sixty) students in all, to gain input for further revisions.

The final product then was a set of instructional materials comprising two sections that corresponded to the elements of lexically-based language teaching, namely contrived learning and incidental learning. The contrived learning section employed reading passages, followed by chunk identification, completion, matching, word family identification, and rewriting exercises. Meanwhile, the incidental learning section through extensive reading activity required students to find information from their reading about the co-texts of the unknown vocabulary on the assigned sub-lists, the pronunciation as well as the meaning. The learned vocabulary was recycled through weekly quizzes.

In conclusion, the materials were appropriate for Vocabulary I students, having undergone the validation and revision processes, because they facilitated vocabulary acquisition by raising the students' awareness of chunks and provided authentic exposure to language. Besides, they were contextual, comprehensive, and enabled students to develop their productive vocabulary.

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Before implementing the materials, teachers were advised to recognize the basic idea of Lexically-based Language Teaching, to understand exactly how it worked. Moreover, some adjustments were certainly needed when the materials were applied to learners of lower or higher level than those for whom they were designed. Students were also required to be more autonomous and expand their vocabulary continually, either with or without instruction. Finally, a further study was needed to discover other necessary revisions and to verify the effectiveness of the materials.

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viii ABSTRAK

Yulia, Made Frida. 2005. Lexically-based Materials for Vocabulary I Course at the English Language Education of Sanata Dharma University Yogyakarta. Tesis, Jurusan Pendidikan Bahasa Inggris, Program Pascasaijana Universitas Negeri Malang. Pembimbing: (I) Prof. Dr. Siusana Kweldju, M.Pd.

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A. Effendi Kadarisman, Ph.D.

Kata Kunci: _{berbasis leksikon, kosa kata, gugus kata, pembelajaran disengaja,} pembelajaran insidental

Studi ini bertujuan untuk mengembangkan materi berbasis leksikon untuk mata kuliah Kosa Kata I di Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma Yogyakarta. Pengembangan materi dilaksanakan dengan mengadopsi pendekatan pengajaran berbasis leksikon yang dikemukakan oleh Kweldju, dengan maksud membuat pengajaran Bahasa lnggris berhasil, karena menyadari bahwa mahasiswa Bahasa Inggris di Indonesia masih memiliki kekurangan dalam hal jumlah kosa kata dan kemampuan menggunakan kolokasi. Materi pengajaran yang berbasis leksikon ini akan meningkatkan kesadaran mahasiswa akan adanya gugus kata dan akan fakta bahwa belajar kosa kata bukan hanya sekedar mempelajari kata-kata secara individual.

Instrumen yang dipergunakan dalam penelitian ini adalah panduan wawancara, kuesioner, catatan observasi dan peneliti sendiri. Setelah materi yang dikembangkan siap, dilakukanlah validasi oleh ahli. Umpan balik dari pars ahli tersebut dipergunakan untuk merevisi materi. Materi yang telah direvisi tadi kemudian diujicobakan secara empiris kepada dua kelompok mahasiswa yang seluruhnya berjumlah 60 orang, untuk mendapatkan masukan yang diperlukan untuk revisi lebih lanjut.

Hasil akhir yang diperoleh berupa materi pengajaran yang terdiri dari dua bagian, yang sesuai dengan elemen pengajaran berbasis leksikon, yaitu pembelajaran disengaja dan pembelajaran insidental. Bagian "Pembelajaran Disengaja"

menggunakan bacaan, diikuti dengan latihan-latihan dengan format: identifikasi gugus kata, melengkapi, menjodohkan, identifikasi keluarga kata, dan penulisan ulang. Sementara itu, bagian "Pembelajaran Insidental" melalui kegiatan membaca ekstensif mewajibkan mahasiswa mencari informasi dari bacaan-bacaan mereka tentang co-text, arti dan pelafalan kosa kata dalam daftar yang ditugaskan. Kosa kata yang dipelajari diperdalam melalui kuis yang diselenggarakan mingguan.

Kesimpulannya materi ini sesuai untuk mata kuliah Kosa Kata I karena telah melewati proses validasi dan revisi. Materi tersebut memfasilitasi pemerolehan kosa

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kata karena memberi kesadaran akan adanya gugus kata dan memberikan pajanan bahasa otentik. Disamping itu, materi ini juga kontekstual, komprehensif, dan memampaan mahasiswa untuk mengembangkan kosa kata produktifnya.

Sebelum menggunakan materi ini, para guru disarankan untuk memahami ide dasar dari pengajaran bahasa berbasis leksikon, sehingga tahu dengan pasti bagaimana penerapannya. Selain itu, penyesuaian perlu dilakukan apabila materi akan dipergunakan untuk tingkat yang lebih tinggi ataupun lebih rendah. Mahasiswa juga diharapkan lebih mandiri dan torus menerus memperluas kosa kata, dengan atau tanpa adanya pengajaran. Akhirnya, perlu ada studi lanjutan' untuk menernukan revisi-revisi lain guna

penyempumaan dan untuk menguji keefektifan materi yang dikembangkan ini.

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