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A ,Maria Angela Rini .(2013 .) Designing a Se to fFlashcard sa sMedia t o r o f y r a l u b a c o V f o g n i h c a e T e h t t r o p p u
S Seventh Grader s o f SMP
n a t a k a r a y s a m e
K Promasan. Yogyakarta :Engilsh Educa iton Study Program , a
t a n a
S DharmaUniverstiy. s
i h
T study aim sto help the Engilsh teacher fo SMP Kemasyarakatan n a s a m o r
P teaching t hesevent h graders .The wrtie rdesign sase to f lfashcard sa s s i h t n I . y r a l u b a c o v f o g n i h c a e t e h t t r o p p u s o t a i d e
m study , lfashcard sare c s ard
t n o c t a h
t a ino fpictureonones ideandwordont heothers ide .
h c r a e s e r e h T . h c r a e s e r s i h t n i d e s s u c s i d s m e l b o r p h c r a e s e r o w t e r a e r e h T f o g n i h c a e t e h t tr o p p u s o t a i d e m s a s d r a c h s a lf f o t e s a s i w o H ) 1 ( e r a s m e l b o r p r o f y r a l u b a c o
v seventhgrader so fSMPKemasyarakat anPromasandesigned?( 2 ) r o f y r a l u b a c o v f o g n i h c a e t e h t tr o p p u s o t a i d e m s a s d r a c h s a lf f o t e s a s e o d t a h W
seventh grader so f SMP Kemasyarakatan Promasan look ilke?” One o fthe n i a i d e m g n i h c a e t f o y ti li b a li a v a n u e h t s i s m e l b o r p e s e h t g n i y lr e d n u s n o s a e
r SMP
n a t a k a r a y s a m e
K Promasan , thu s the student s become unmoitvated . Thi s . s u o n o t o n o m d n a g n ir o b e b o t s n o s s e l h s il g n E s e s u a c n o it i d n o c . e s it r e p x e f o s d l e if t n e r e f fi d o w t m o r f s p e t s f o r e b m u n a s t p a d a r e ti r w e h T
There are three step so fResearch and Developmen tModel by Borg and Gal l K f o s p e t s e v if d n a ) 3 8 9 1
( emp’ s Insrtucitona l Design Mode l (1977) . In s t p a d a r e ti r w e h t ,s d r a c h s a lf e h t g n i p o l e v e
d twoway so fmaking lfashcards . e r a s d r a c h s a lf n u o N . s d r a c h s a lf n u o n e r a s d r a c h s a lf d e n g i s e d e h T h c i h w , s d r a c h s a
lf show picture s and nouns . The noun s are speciailzed into r a l u g n i
s countablenouns. I n selecitngand decidingt heselected noun ,s t hewrtie r n o t x e t g n i d a e r e h t m o r f s n u o n s e k a
t thef ris tsemester .Ther eadingt ex taret aken s a ” s p e t S t r a m S “ ) 1 ( m o r
f sevent h graders’ handbook in SMP Kemasyarakatan n a s a m o r
P , ( 2 )“EngilshonSky”,( 3 )“FlyingStatr” ,and( 4 )“EngilshAssessmen t . ” t s e T e h T . s e c n a r a e p p a t n e r e f fi d o w t o t n i d e d i v i d e r a s d r a c h s a lf d e n g i s e d e h T t s ri
f designed lfashcard saremanually donebyemploying used mateiral ssuch a s d e s u , s r e p a p s w e n d e s
u book ,s used magazines , used card boxes , andused . s d r a c n o it a ti v n
i The second lfashcard sare made by using a computer . The l s d r a c h s a lf d e n g i s e
d ooksneatert hant hef ris tone .Howeve,ri tcos tmoret hant he t
s ri f one .
s e p o h r e ti r w e h t , y ll a n i
F theseteachingmediacanhelpt heEngilsht eache r f
o SMP Kemasyarakatan Promasan in teaching and inrtoducing vocabulary in o t r e d r
o help t he studentsand enhance thei rmoitvaiton ni Engilsh learning .The e h t s e p o h o s l a r e ti r
w se designed lfashcard scan give contirbuiton in creaitng .s e s s e c o r p g n i n r a e l g n i h c a e t n i s e it i v it c a g n it s e r e t n i : s d r o w y e
ii v K A R T S B A i n i R a l e g n A a i r a M , it u t s
A . (2013) .Designing a Se to fFlashcard a sMedia t o e h t t r o p p u
S Teaching o f Vocabulary fo r Seventh Grader s o f SMP n a t a k a r a y s a m e
K Promasan.Yogyakarta :Engilsh Educa iton Study Program, . y ti s r e v i n U a m r a h D a t a n a S n a it il e n e
P ii n be trujuan untuk membantu guru Bahasa Ingg irs d iSMP n a t a k a r a y s a m e
K Promasan dalam mengajar ssi w akelastujuh. Penu ilsmenyusun k u t n u a i d e m i a g a b e s d r a c h s a lf t e s u t a
s mendukung pengajaran kosakata bahasa m a l a D . s ir g g n
I peneilitanini , lfashcardadalahkatruyangbe irsigambarpada us at a y n i s i
s dankatapada is is lainnya. a
u d a d
A persoalan yang dibahasdalampeneilitan ii n yatiu ( 1 )Bagaimana k u t n u a i d e m i a g a b e s d r a c h s a lf t e s u t a
s mendukung pengajaran kosakata bahasa s
ir g g n
I untuk siswa-siswa kela s VI I d i SMP Kemasyarakatan Promasan ii n it r e p e S ) 2 ( ? n u s u s i
d a pa bentuk satu se t lfashcard sebaga i media untuk g n u k u d n e
m pengajaran kosa kata baha saIngg irs untuk siswa-siswa kela sVI Idi n a t a k a r a y s a m e K P M
S Promasan?
i g n a k a l e b r a t a l e m g n a y n a s a l
A pembuatan satu se t lfashcard ini adalah a y n n a k u m e ti
d siswa-siswa yang itdak memiilki minat itnggi dalam mengikuit n a r a j a l e
p bahasa Ingg irs . Mereka adalah p ara siswa kela s VI I d i SMP a t a k a r a y s a m e
K n Promasan. Salah satu penyebabnya adalah itdak adanya media n a r a j a g n e
p . Akibatnya ,prose sbelajarterasamembosankan nd a itdakmenairk. m
a l a
D pelaksanaan peneilitan ini ,penuilsmengadaptasi beberapalangkah ir
a
d ad u bidang keahilan yang berbedayatiu ait ag tah p rt i eo siklusPeneltian nd a n a g n a b m e g n e
P dar iBorg and Gall s(1983 )dan il matahap teo irDesain Insrtuksi . ) 7 7 9 1 ( p m e K i r a d n u s u s i d g n a y d r a c h s a l
F adalah lfashcardkataben da.Flashcardkatabenda n a k a p u r e
m lfashcard yangmenunjukan gambardan kataberupakatabenda. tK aa n a k a n u g i d g n a y a d n e
b berupakatabendayang dapatdih tiung nd a dalam bentuk .l a g g n u
t Katabendayang dipakaidiambli d air tek sreading dair empatbuku : (1) h s il g n E “ ) 4 ( d n a , ” tr a t S g n i y l F “ ) 3 ( , ” y k S n o h s il g n E “ ) 2 ( , ” s p e t S t r a m S “ . ” t s e T t n e m s s e s s A li s a
H akhri d air penyusunan media ini terdiir d fair lashcard yang dibuat l a u n a m a r a c e
s dengan memanfaatkan barang-barang yang sudah itdak terpakai it
r e p e
s kardusbekas ,dan flashcard yang dibuatmenggunakan komputer nd ta a la k a t e c . s il u n e p a t a k r i h k
A berharap media pengajaran ii n dapat membantu guru a
s a h a
b Ingg ir sd iSMP Kemasyarakatan Promasan dalam mengajarkan kosa kata a
s a h a
b Ingg ir .s Semoga mediai nidapat membeir kontirbusi dalam menciptakan a n a s a u
s belaja ryangl ebihmena irk nd a menyenangkan. :i c n u k a t a
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F Jesu sChrist fo ralway sloving me , g
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M fo rherassistance ,guidance ,paitence ,oppo trun tiy ,opinions ,suggesitons , t
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o it s e g g u
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a w a y d i
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e fi l y m n
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A S ... ii F
O T N E M E T A T
S WORK’SORIGINALITY ... i v I
S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ... v T
C A R T S B
A ... .... v i K
A R T S B
A ... v ii N
O I T A C I D E D F O E G A
P ... v iii S
T N E M E G D E L W O N K C
A ... i x T
N E T N O C F O E L B A
T S ... xi S
E L B A T F O T S I
L ... x iii S
E R U G I F F O T S I
L ... x iv
N O I T C U D O R T N I :I R E T P A H C
.
A Background ... 1 .
B ResearchMethod... 7
U C S I D : I I R E T P A H
C SSION
.
A Theo ire sonFlashcarda sMedia... 1 2 .
1 Concep to fMedia ... 1 2 .
2 Flashcards ... 1 3 .
3 Flashcards a sLearningMedia ... 1 4 .
B Vocabulary ... 1 5 .
1 TeachingVocabulary ... 1 6 .
C TeachingEngilshatJ unio rHighSchool ... 1 6 .
ii x I
I V e d a r
G ... 1 7 .
D TheCombinedRandDModelandKemp’sI nsrtucitona lDesignModel 1 8 .
1 ResearchandI nformaitonCollecitng ... 1 8 .
2 Planning ... 1 8 .
3 Developmen to fPreilminaryFormProduc t(R&D )Combined
W hti EvaluationandRevisionoft heProduct( Kemp’s) ... 25
R E T P A H
C III :CONCLUSIONS ANDRECOMMENDATIONS .
A Conclusions ... 3 0 .
B Recommendaitons ... 3 1 .
1 Fo rEngilshTeachers ... 3 2 .
2 Fo rFutureResearchers ... 3 3
S E C N E R E F E
R ... 3 4 S
E C I D N E P P A
y ll a u n a M d e c u d o r P s d r a c h s a l F f o t e S A : 1 X I D N E P P
A ... .... 3 7 g
n i s U y b d e c u d o r P s d r a c h s a l F f o t e S A : 2 X I D N E P P
A Computer... 3 8
y a l P o t w o H : 3 X I D N E P P
A theBigSizeo fDesignedFlashcards( A4) ... 4 3 :
4 X I D N E P P
A Howt oPlayt heSmal lSizeo fDesignedFlashcards( A5) ... 4 4 n
a l P n o s s e L f o e l p m a S : 5 X I D N E P P
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Flashcards ... 2 4 t
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f o e n o s i e g a u g n a
L theimpo tran taspectsin communicaiton .Accordingt o
l , ) 6 0 0 2 ( n a n n a v i n a
M anguage is something speciifc to humans .I ti sthe basic
g n i h s i u g n it s i d y ti c a p a
c humansf romal lothe r ilvingbeings .Language,t herefore ,
m o c a y ll a it n e t o p s n i a m e
r municaitve medium capable o fexpressing idea sand
a l l e w s a s t p e c n o
c smood ,sf eeilng sandatttiudes .
h s il g n E , e g a u g n a l l a n o it a n r e t n i n a s
A plays i mpo tran trole ni human l fie .
e g d
E (2003 )state sEngilsh a san internaitonall anguage serve smany peoplea sa
s c it il o p , e d a rt l a n o it a n r e t n i , e c n e i c s , n o it a c u d e r e h g i h f o s d lr o w e h t o t n i e g d ir b
t s e r e t n i t a h t e r u t n e v r e h t o y n a r o m s ir u o
t s them.I nothe rwords ,Engilshsuppo trs
e l p o e
p ’ sgoalsi nl fie, especiallyi neducaitonandoccupaiton .
, a i s e n o d n I n
I Engilsh i sone ofthe foreign l anguages tha ta re taugh tfrom
l e v e l y r a m ir p e h
s
i divided into fou rskills , namely , ilstening ,speaking , reading and wiritng .
Grammar ,vocabularyandpronunciaitonaretheelement so fEngilsh.
) 7 0 0 2 ( r e m r a H . h s il g n E n r a e l o t d e t a v it o m e r a s t n e d u t s l l a t o n , r e v e w o H y a
s s tha tlearningEngilshmigh tbej us tanobilgaiton,s ince tii sont hecurirculum
.l e v e l y r a d n o c e s r o y r a m ir p t
a They may not t hink aboutt he benefti so fEngilsh
’ s t n e d u t s e s i a r o t e l o r t n a tr o p m i n a s a h r e h c a e t e h t ,t n i o p s i h t t A . e r u t u f r i e h t r o f h s il g n E n i n o it a v it o
m learning .Maritn (2003)inhisj ourna lMo itvaitngStudentt o n
r a e
L ,state s tha t moitvaiton play s a large par t in students ' interes tin and n
e joymen tofschoo landstudyandunderpin sthei rachievemen.t
s y a w e h t f o e n
O to enhancestudents ’moitvaiton i susingt eaching media
. s s e c o r p g n i n r a e l e h t g n ir u
d Matee r(2012 )say sthatexisitng media can be used
l a ir e t a m e h t f o e g d e l w o n k p o l e v e d d n a n i t s e r e t n i e t a l u m it s o t s e r u t c e l n i h ti w e g a g n e o t d e s u e b o s l a n a c a i d e m f o g n it s i x e e h t , n o it i d d a n I . t h g u a t g n i e b g n i n r a e l e v it c a e t a ti li c a f d n a s t n e d u t
s srtategiest hatpromotedeeperl earning.
( h c i n i e H o t g n i d r o c c
A in Kasbolah , 1993) , media are considered a s
, . e .i , e s o p r u p l a n o it c u rt s n i n a h ti w s e g a s s e m y r r a c y e h t n e h w a i d e m l a n o it c u rt s n i . n o it a c i n u m m o c e t a ti li c a f o
t Wh lie , Suleiman (1988 ) assetr s tha tinsrtucitona l
a h t a i d e m e h t e r a a i d e
m tb irng informaiton o rmessage sfrom the informaiton
e h t t a h t s e t a t s r e h tr u f e H . ) s t n e d u t s ( s r e v i e c e r e h t o t ) s r e h c a e t( s r e d n e s / s e c r u o s e r e m o c t u o g n i n r a e l e h t e s a e r c n i o t d e d n e t n i e r a a i d e m l a n o it c u rt s n
i (a sctied in
) 1 1 0 2 , o n t a
R .According t o Els(1984) ,media areal laid swhich may be used by
s e t a t s ) 0 1 0 2 ( l it a
P the advantage so fusing media in classroom acitvtiy
e r
a speed ro spaces-depicted ,bette racquisiiton o fknowledge ,longe rreteniton ,
o t s t n e d u t s r o f n o it a l u m it s , t n e m n o ri v n e h ti w t c a t n o c t c e ri d r o f e t u ti t s b u s e v it c e f f e . e g d e l w o n k r e h tr u f n i a
g Media could be everything tha tcan help teachers to
e g a s s e m e h t r e v il e
d (a sctiedi nPurta ,p.11) .
, s d n i k e e r h t o t n i d e z ir o g e t a c e b n a c a i d e
M namely audio media ,visua l
. a i d e m l a u s i v o i d u a , a i d e
m Audio mediaaredevicestha tcan be ilstened t o ,wh lie
a i d e m l a u s i
v aredevicestha tcanbeseen .Thei nsrtucitona lmediat hati nvolvet he
s a d e m a n e r a g n ir a e h d n a t h g i s f o s e s n e
s audiovisual media (Kasbolah ,1993) .
n i o r a i h c c o n i
F hi s book,Visua l Aid s in Teaching Engilsh a s a Second e g a u g n a
L (1973 )men itons tha tvisua lmedia may include blackboard ,textbook , , d r a c r e b m u n , d r a c d r o w , d r a c h s a lf , tr a h c t e k c o p , tr a h c , e li f e r u t c i p , t c e j b o l a e r tl e f r o l e n n a
lf board ,magneitc board ,opaque projector ,overhead projecto rand
.s l a ir e t a m s u o e n a ll e c s i m d n a , p ir t s m li f , e d il s e m o r h c a d o k , y c n e r a p s n a rt t , e r o m r e h tr u
F he audio aid sinclude record player ,tape recorder ,and language
, t s a l e h T . y r o t a r o b a
l audiovisual media cove rflim ,television ,and programmed
. n o it c u rt s n i e r a a i d e
M no tonly used in teachi ng the p irmary leve l bu talso the
. l o o h c S h g i H r o i n u J n i s a h c u s l e v e l y r a d n o c e
s Junio rHighSchoo lstudent sarei n
1 1 f o e g a e h
t -14year sold .Piage tstates tha tpeoplei nt heageo f11aboveare on
, e g a t s s i h t n I . e g a t s l a n o it a r e p o l a m r o f e h
t they statrto beablet o develop thei r
i g e b d n a t h g u o h t l a m r o
f nt ousel ogic,r aitoandabsrtaciton .Theposiitver esutlf o r
i v l o v n i y b d e v e i h c a e b l li w t n e m p o l e v e d e v it i n g o
g n it ir
w poem, shor tsto ires ,and others (a sctied i n A , il 2004 .)Thi sconcep tshow s
s i y ti v it c a t a h
t the main elemen tin et h cogniitve development .Acitve learning
e v it i n g o c e t o m o r p o t d n e t s e c n e ir e p x
e development. I tmeanst ha tstudentsi nt hi s
d e e n e g a t
s acitve and atrtacitvelearning .The interesitng acitviitescan be created
. a i d e m g n i h c a e t g n i s u y b e h t s tr o p p u s l o o h c S h g i H r o i n u J n i a i d e m g n i h c a e t f o y ti li b a li a v a e h T m ’ s t n e d u t s e h t s t c a rt t a d n a s s e c o r p g n i h c a e
t oitvaiton i n l earning .However ,no t
r o f d e s u a i d e m t n e i c if f u s s e d i v o r p l o o h c s y r e v
e the teaching process . Thi s
e b o s l a n a c n o it i d n o
c observed in SMPKemasyarakatanPromasan ,Banjaroyo , . a tr a k a y g o Y a w e m it s I h a r e a D , o g o r P n o l u K , g n a w a b il a K n u e h
T avaliablitiy o fteaching media affect sthe students’moitvaiton sa
1 1 0 2 , 1 r e b o t c O n o d e t c u d n o c ( r e ti r w e h t y b d e v r e s b
o – March 10 ,2012) .Du irng
d n a s t n e d u t s s i h h c a e t o t k o o b a d e s u y l n o r e h c a e t e h t , n o it a v r e s b o e h
t therewere
r o b d e s u a c n o it i d n o c s i h T . d e s u a i d e m o
n edom and ilmtied enthusiasm ,since
.l l e w n u r t o n d i d s n o s s e l e h t ,s u h T . s u o n o t o n o m d n a g n ir o b e r e w s n o s s e l h s il g n E s i h
T studyi saimedt odesignmediat o suppo trt heteaching o fvocabulary
n e v e s r o
f t h graders fo SMP Kemasyarakatan Promasan .Based on KTSP 2006 , s n g i s e d r e ti r w e h t , e r o f e r e h T . d e r e t n e c t n e d u t s e r a s e s s e c o r p g n i n r a e l g n i h c a e t e h t o t r e d r o n i y r a l u b a c o v f o g n i h c a e t e h t t r o p p u s o t a i d e m e h
t help the teache r
. h s il g n E n r a e l o t s t n e d u t s e h t e t a l u m it
s tI i sexpected t hat t hestudent scan enjoy
e e s d n
a Engilsh learning asinteresitng acitviites .When the student sare arleady
e c n e ir e p x
e d interesitng learningacitviites ,they can be moitvated and eage rto
y d u t
y r a l u b a c o v f o g n i h c a e t e h t tr o p p u s o t a i d e m s e s o h c r e ti r w e h
T since t he
n
E gilsh teache ro fSMPKemasyarakatan Promasandono tpay atteniton moreto .
r e t s a m t n e d u t s e h t s d r o w y n a m w o
h A sstatedbyNurcahyo( 2012) ,curirculumi n
a i s e n o d n
I doe sno tobilget hestudentst omaste racetrainnumbe ro fvocabulaires.
v , t c a f n
I ocabularyi soneof et h impo tran telementsi nEngilsh.
s i h t n
I study,t hewrtie rdesigns visualmediai nt hef ormo f lfashcards . eT h
d r a c h s a lf g n i s o o h c f o n o s a e
r s a smediat o suppo tr t het eaching o fvocabulary i s
t a h
t according to BBC TeachingEngilsh (2004) , lfashcard sarethe grea tway to
, t n e s e r
p pracitceand recyclevocabulary .I tmeanst ha t lfashcard splay i mpo tran t
.s d r o w e h t g n i s u n i d n a s d r o w w e n g n i c u d o rt n i n i e l o
r Besides , lfashcard s areeasy
. e k a m o t
d r a c h s a lf s i h
T s are designed forthe sevent h graders . The reason f or
g n i s o o h
c the sevent h grader sa sparitcipantsi sthat they need suf ifcien tEngilsh
y r e t s a
m before they g o to the nex tgrade o rleve lo f Engilsh learning .Besides ,
according to Berk (1989) ,people from age o f1 -1 adul ta re on the complete
n o it it e p m o
c stage .In thi sstage ,the numbe ro fvocabulary i sincreasing ,the
s i n o it a c i n u m m o c n i e g a u g n a l e h t f o y c n e u lf e h t d n a , g n i g n a h c s i e l y t s e g a u g n a l
. g n i v o r p m
i One o fthe characte irsitc s o f thi s age i s theincreasing numbe r o f
e h t t a h t s n a e m t I. y r a l u b a c o
v student swli lobtainmorevocabula ire seasie.r
d r a c h s a lf f o t e s a s n g i s e d r e ti r w e h t , y ti n u tr o p p o s i h t n
I s a smedia to
p u
s por t the teaching o f vocabulary fo r the sevent h grader s of SMP n
a t a k a r a y s a m e
d r a c h s a
lf s .Noun lfashcard sareas e to f lfashcards thats howpicture sandword so f
. n u o n
d e s a
B o n the syllabus ,vocabulary i sno ttaugh tto the students .Fo rtha t
n o s a e
r ,in thi sstudy thewrtie rg s ive an example o fteaching vocabulary tha ti s
e t a r g e t n
i dtor eadingskli la sstatedbySyafei( 1988 ,)t hatt eachingvocabularycan
g n it a r g e t n i y b t h g u a t e
b vocabulary to othe rskills such a s ilstening ,speaking ,
. g n it ir w d n a , g n i d a e
r Thu ,s i n t hi sstudythewrtie ronlytake sselectednoun sused
n
i readingt exts f mr o someEngilsht extbooks.
ti m il o
T thenumbe ro fnounst ha tareused,t hewrtiert akest henounst ha t
t s i x
e ni semeste rI .Ther eason f ort akingthereadingt sext tha texis tin semeste rI si
t a h
t basedon thestandardcompetencei nsemesterI ,tii sgratfedabou tthegoa lo f
s i g n i n r a e
l understandi ng the meaning of shor tand simple funcitona ltextwtih
t s e s o l c e h t o t d r a g e
r envrionment .I tmeanst ha tfrom t hi ssemeste ,r t hestudent s
y d u t
s readingi ntheEngilshs ubjec.t
e s e h t t a h t s e p o h r e ti r w e h
T media wli lbe helpfu lfo rboth student sand
teache rin the teaching learning process .Fo rthe t ae cher ,the wrtie rhope stha t
e s e h
t media can suppor t the Engilsh teachinglearningproces s especially in
r o F . s d r o w w e n g n i c u d o rt n
i thestudent ,st hewrtie rhopest hedesigned lfashcards
m e h t e k a m n a
c more interested in and enjoy the learning , increaset ri he
d n a , n o it a v it o
m make them fo llow the learning proces seasie rby masteirng
e h t s e t a l u m r o f r e ti r w e h T . y r a l u b a c o
v researchproblems toaddress:( 1 )Howi sa
t e
s o f lfashcardsa smedia to suppor t the teaching o fvocabulary fo rsevent h
f o s r e d a r
d r a c h s a
lf s a smediat o suppo tr t het eaching o fvocabulary fo rsevent h grader sof
P M
S KemasyarakatanPromasanlook ilke?”
.
B ResearchMethod
s i h t n
I study ,the wrtie rdesign sa se tof lfashcards a smedia to teach
y r a l u b a c o
v (nouns)fort he sevent h graders .The nouns aret aken fromthereading
t x e
t s “in Smar t Steps” (2005)pubilshed by Ganeca Exac ta ssevent h graders ’
d n a
h book in SMP Kemasyarakatan Promasan , “Engilsh on Sky” (2006) a
g g n a lr E y b d e h s il b u
p , “Flying Sta tr” (2007 )pubilshed by Esis ,and “Engilsh
t s e T t n e m s s e s s
A ”(2010 )pubilshedbyE lrangga.
e h
T wrtie rneed sapprop iratet heo iresto design new productsi n t heform
d r a c h s a lf f
o s .Thus ,thewrtie ru sse ResearchandDevelopmenta lmodel(R&D)to
s t c u d o r p e h t n g i s e
d . According to Borg and Gal l (1983) , Research and
s g n i d n if e h t h c i h w n i l e d o m t n e m p o l e v e d d e s a b y rt s u d n i n a s i t n e m p o l e v e
D fo
y d u t
s are used to design new product s and procedures , which then are
d l e if y ll a c it a m e t s y
s -tested ,evaluated ,andr eifneduntlit heymeets peciifedcrtieira
.) 9 8 5 . p ( s d r a d n a t s r a li m i s r o , y ti l a u q , s s e n e v it c e f f e f o
D d n a h c r a e s e
R evelopmen tmodelconsist so facyclet oproduce,t est ,and
D & R n i s p e t s n e t e r a e r e h T . a t a d d l e if n o d e s a b t c u d o r p a e v o r p m
i model ,
, y l e m a
n s ytud and i nformaiton collecitng ,planning ,developmen to fpreilminary
d l e if y r a n i m il e r p , t c u d o r p f o m r o
f -tesitng ,main produc trevision ,main ifeld
-o , g n it s e
t peraitona l produc t revision , operaitona l f di -el tesitng , ifna l produc t
d d n a , n o i s i v e
s i h t t c u d n o c o
T study,t hewrtie rusedt hreeoft hesteps ,namely,s ytud and
p f o t n e m p o l e v e d d n a , g n i n n a l p , g n it c e ll o c n o it a m r o f n
i reilminary form product .
e h
T wrtie ronlyusedthreestep sofR&Dmodelbecauset hi sstudyi sno tgoingt o
d l e if e
b -testedduet ot hef actt ha ttii sapreilminarys tudy .
l e d o m l a n o it c u rt s n i e h
T theoryadoptedt osuppo trt heR&D model( 1983)
s
i Kemp’si nsrtucitona ldesignmodel( 1977) .Kemp’si nsrtucitona ldesignconsist s
h g i e f
o t steps . They are goals , topics , and genera l purposes , learner’ s
l , s c it s ir e t c a r a h
c earning objecitves , subjec t content , pre-assessment , teaching
e d n a , s e c i v r e s tr o p p u s ,s e c r u o s e r d n a s e it i v it c a g n i n r a e
l valuaiton .
e s u y l n o r e ti r w e h
T d ifvestep soft hem ,namely ,goal ,st opics ,andgenera l
l , s e s o p r u
p earner’ s characteirsitcs , learning objecitves , teaching learning
s e it i v it c
a ,and evaluaiton .Ther easonf ro onlyadapitngthe ifvestep swasthatt hi s
d e d n e t n i r e p a
p only illusrtate the concep t and no t to discus s the ful l
. n g i s e d a i d e m e h t f o n o it a t n e m e l p m
i In othe rwords ,thi spape rintended to only
d r a c h s a lf e h t n g i s e d o t w o h f o t p e c n o c e h t e t a rt s u ll
i ast eachingmedia.
d r a c h s a lf e h t p o l e v e d o
T s ,the wrtie radapted two kind so fway making
d r a c h s a
lf s .Thef ris twaywa sdesigning lfashcard smanually ,adaptedf romHowt o u
N r o f s d r a c h s a l F e k a
M mbers .The second way wa sdesigning lfashcards by r
e t u p m o c a g n i s
u ,adapted from How t o makePrintableCards .Thoset wo way s r
e ti r w e h t r e tf a d e t c u d n o c e r e
w conductedthef ou trh step o fKemp’s ,consideirng
e h
T combined R & D model and those o fKemp’ sinstrucitona ldesign
e r a l e d o
m illusrtatedi nt hef o llowing ifgure:
1 . 1 e r u g i
F TheCombinedR&DModelandKemp’sI nstrucitona lDeisgnModel
l a ir e t a M .
1 s
l a ir e t a m e h
T s areusedt ocollec ttheneededinformaiton. Themateiral s are
t n e m u c o d f o m r o f e h t n
i s and ils to fquesitons rfo teache rand studentsinterview .
t n e m u c o d e h
T stha tare used in thi sstudy a re books ,syllabus ,aritcle ,s and
l a n r u o
j s .
y d u t
S andI nformaiton ) D & R ( g n it c e ll o C
t n e m p o l e v e
D o f
m r o F y r a n i m il e r P
) D & R ( t c u d o r P
) D & R ( g n i n n a l P
y r a r b i
L StudyandNeedSurvey
d r a c h s a lf p o l e v e D
- DesigningFlashcard s y
ll a u n a M
- DesigningFlashcardsbyUsing r
e t u p m o c A
-n o it a u l a v
E andRevisionoft he )
s ’ p m e K ( t c u d o r P
) s ’ p m e K ( s e v it c e j b O g n i n r a e L
s e s o p r u P l a r e n e G d n a , s c i p o T , s l a o G
) s ’ p m e K (
r e n r a e
L Characteirsitcs( Kemp’s)
d n a s e it i v it c a g n i n r a e L / g n i h c a e T
s e c r u o s e
e r u d e c o r P . 2
e h
T procedure sbegin from the frist fo R & D model ,the study and
c n o it a m r o f n
i ollecitng .Thewrtie rdoe sthei nterviewt ot het eache rands tudentst o
r e p e e d t e
g informaiton.In t hi sstep, t hewrtie rdoesthe ilbrary study to gathert he
s a h c u s d e d e e n n o it a m r o f n
i chlidren’ s characteirsitcs , lfashcards ,the impo trance
d n a , y r a l u b a c o v f
o the theo ire stha tare used to do the study .The wrtie rneeds
f n i e h t t e g o t s l a n r u o j d n a s k o o b e m o
s ormaiton .Besides ,the syllabu si salso
o t d e d e e
n ifndoutthemateira lusedi nSMPKemasyarakatanPromasan.
e h
T second step is planning (R & D model) .In thi sstep ,the wrtie r
s e o
d if ve stepsof Kemp’ sinsrtucitona ldesign modelcombined wtih the way so f
d r a c h s a lf g n i n g i s e
d s T . hey are identfiying goals ,topics ,and genera lpurposes ,
g n i y fi t n e d
i learner’ scharacteirsitcs ,illusrtaitng learning objecitves ,and teaching
l reaningacitviites .
i p e t s t s a l e h
T s the developmen to fpreilminary form produc t(R & D
l e d o
m ) .In t hi sstep, t hewrtie rdesignsase to f lfashcardsa smediato suppo trt he
f o g n i h c a e
t vocabulary fo r the sevent h grader s in SMP Kemasyarakatan n
a s a m o r
P . T he wrtie ruses two way sto design lfashcards .The fris tway i s m
o r f d e t p a d a , e n o d y ll a u n a
m Howt o MakeFlashcardsf o rNumbers .Thesecond i
y a
w sconducted by using a computer ,adapted from How to Make P irntable s
d r a
C .A tfe rdesigning t he lfashcards, t hewrtie rperform aproduc tevaluaiton by g
n i k s
a some expe tr s in educaiton such a s Engilsh teache r in SMP KemasyarakatanPromasan ,Engilshlecturer ,ors omeonewhoi sfamiilarwtiht he
d r a c h s a
s d n e s t c u d o r
p the process o f thi s research . A tfe r obtaining comment s and
n o it s e g g u
2 1 I I R E T P A H C N O I S S U C S I D p a h c s i h
T te rcontain sareview o frelated l tierature used i n t he study and s g n i d n if e h
t a swel la sthe interpretaiton o fthe ifnding .sThe review o frelated u s t a h t s e ir o e h t n o s e s u c o f e r u t a r e ti
l ppor tthi sstudy .They are the theo ire son d r a c h s a
lf s a smedia ,the theo ire son vocabulary and teaching vocabulary ,the E g n i h c a e t n o s e ir o e h
t ngilsh a tJunio rHigh school ,and the combined R and D l
e d o
M andKemp’sI nstrucitona lDesignMode.l
d r a c h s a l F n o s e i r o e h T .
A s a sMedia
.
1 Concep to fMe dia
n e e w t e b n o it a c i n u m m o c d o o g s i g n i h c a e t d o o g t a h t s y a s ) 0 1 0 2 ( l it a P c u d n o c o T . s r e n r a e l d n a r e h c a e
t tagoodcommunicaiton ,thet eacherneedsmedia . e g a s s e m e h t r e v il e d o
t In conducitngacitvtiy, t eacherneeds teaching media ,and n o n ) 1 ( : e r a y e h t ,s n o it a c if i s s a l c e n i n o t n i d e d i v i d s i
ti -projectedvisua laids( chalk o i d u a ) 3 ( , ). c t e , r o t c e j o r p d a e h r e v o ( s d i a l a u s i v d e t c e j o r p ) 2 ( , ). c t e , s d r a o b d n a 4 ( , ). c t e , r e d r o c e r e p a t( s d i
a )w irtten aid s(handouts) ,(5 )rea lobjects ,(6 )3D d n a , a i d e m n o it a c i n u m m o c s s a m ) 8 ( , n o it a l u m i s d n a y a l p e l o r ) 7 ( , n o it a t n e s e r p e r o i d u a ) 9
( -visua laids .He say stha tthe advantage so fusing media in classroom a ir e t a m , s e s s e c o r p e l b i s s e c c a n i : e r a y ti v it c
a ls , events , objects , change s in s e c a p s / d e e p s, e m
e v it c e f f
e substtiutef o rd riec tcontac twtih envrionment ,simulaiton f o rstudentst o e g d e l w o n k r e h tr u f n i a
g (a sctiedi nPurta ,2011 ,p.11).
.
2 Flashcards
s ) 7 0 0 2 ( o t n a y u
S tates tha t lfashcard sare a se to fcard swtih colorfu l e r u t c i
p s ,whichare lfashed t o aclas sby t het eacher .According t oBellani( 2011) , e r a s d r a c h s a
lf rudimentary tools fo reducaitng .They consis to fcard smade o f o b d r a c k c i h
t ard o rcardstock wherein pictures ,numbers ,symbols ,o rword sare s i h t n I. s e d i s h t o b r o e n o n o d e t n ir
p study , lfashcard sare a se to fcard swtih e r u t c i p l u f r o l o
c on ones ideandthewordont heothers ide . s e t a t s ) 3 0 0 2 ( y e l s e r
P lfashcard sare educaitonal t s ool to help student s . n o it a m r o f n i e z ir o m e
m She saystha t there are some impo tran t things abou t d r a c h s a
lf s .Thef risti ss ize :Flashcard sareusuallydesignedt obeaboutt hes izeo f a h y li s a e e b n a c y e h t o s d r a c g n i y a l p
a ndledi nadeck .Thesecondi scontent :The s n a d n a e d i s n o n o it s e u q a h ti w d e n g i s e d e r a s d r a
c we ron t heother .Thet hrid i s usage :An individua lasking t hequesiton t ypicallyhold sacard up ,displayingt he
o t n o it s e u
q a student .When the studen tanswer scorreclty ,the nex tcard i s l
p s i
d ayed.Thef o trhi st opics :Flashcard scanbeusedt ol earnvi truallyanyse to f s d r a c h s a lf , e g a u g n a l n g i e r o f a h c a e t o t d e s u n e h W . n o it a m r o f n
i canhelpstudent s
d n a g n i n a e m r i e h t d n a s d r o w y r a l u b a c o v w e i v e
r in thi sway ,they can help . s e r u t c i p e h t n o d e s a b s e c n e t n e s d o o g e k a m s t n e d u t
s The iftfh i selecrtonic
t n a ir a
v .Elecrtonicand onilne lfashcard sareavaliable .Thi smakesi tpossiblef o r h s a lf f o s t e s e r a h s y li s a e s r o t a c u d e r o f d n a e n il n o y d u t s o t s t n e d u t
s cards ,they
e g t a T o t g n i d r o c c
A (2005) ,therearefourt ype so f lfashcards .Thef rist i s d
r a c h s a lf y r a l u b a c o
v s ,whichaid student sin learning de ifniiton sfo rvocabulary d
r a c h s a lf c it a m e h t a m s i d n o c e s e h T . s t s e
t s , which can aid in learning basic e m y h r s i d ri h t e h T . s m e l b o r p n o i s i v i d d n a , n o it a c il p it l u m , n o it c a rt b u s , n o it i d d a
d r a c h s a
lf s ,which help student sto learn phoneitc sand the ab litiy to recognize t
e b a h p l a s i t s a l e h T . s e m y h
r lfashcards ,which help studen,t obtain a working l
w o n
k edge o fthe alphabet .In thi sstudy ,the wrtie radapte d the vocabulary d
r a c h s a
lf sand designed a se to f lfashcard sconsisti ng o fwords no one sideand e
h t n o s e r u t c i
p othe r side.Flashcardscan be mademanually and by using a .
r e t u p m o c
.
3 Flashcards sa LearningMedia
o t g n i d r o c c
A Bellan i(2011) ,learning wtih lfashcard si so tfen used to t he f
o n o it a c u d
e toddler ,sast heyareeasymediumofi nsrtucitonduet ot hei rchlidish .l
a e p p
a However ,chlidrenarenott heonlydemographicwherein lfashcard scanbe r
o f d e s u e b o s l a n a c y e h T . d e s u y l e v it c e f f
e educaitng intermediate students .I t d
r a c h s a lf t a h t s n a e
m scanbeusedbyal lage ,sf romt oddler supt oadu tl . d
r a c h s a lf g n i s u f o s p e t s e h
T sareapprop iratewtih t ha tbasicorder ,which n
o s d r o w e h t( g n i d a e r e r
a the lfashcards) , ilstening (fo rthe teache rspoke) , d
r o w e h t( g n i k a e p
s s theyhave ilstenedt o) ,andw iritng t(hewords tobestudieda t .)
e m o h
d r a c h s a l
F s wtihpictures andwords onthemhavethesamevisua leffec to f t
c e j b o l a e
o c n I . e l b a li a v a y li d a e r s y a w l a t o n d n a e v i s n e p x e e r o
m nclusion ,thestudent swli l e z i n g o c e
r the objec tand l earn how t o pronouncei tby readi ng theword. In t hi s y
d u t
s ,the wrtie rhope stha tby using lfashcards, the student s wli l be more h s il g n E n i d e t a v it o
m learning by seeing interesitng pictures on the lfashcards. d r a c h s a lf , s e d i s e
B ssuppo trthet eachert ot eachvocabulary.
B .Vocabulary
e s u e l p o e p t a h t s d r o w e h t s i y r a l u b a c o v , ) 5 0 0 2 ( y b n r o H o t g n i d r o c c A . t c e j b u s r a l u c it r a p a t u o b a g n i k l a t e r a y e h t n e h
w Vocabulary become sEngilsh n o it a d n u o
f o fsecond language learner s because i tappear sin every skli l o f e g a u g n a
l , such a s ilstening ,speaking ,reading and w iritng .I ti swise to driec t e h t d e r e t s a m e v a h s r e n r a e l n e h w s a e r a d e z il a i c e p s e r o m o t g n i n r a e l y r a l u b a c o v 0 0 0
2 -3000 word so fgeneral usefulnes sin Engilsh (Naiton ,2001) .In addiiton , g n i h c a e t e g a u g n a l f o r e t n e c e h t t a e b d l u o h s y r a l u b a c o v t a h t s e u g r a ) 3 9 9 1 ( s i w e L r a m m a r g d e z il a c i x e l t o b s i x e l l a c it a m m a r g f o s t s i s n o c e g a u g n a l e s u a c e
b (a sctied
) 1 . p , 1 0 0 2 , a r o M n i . f f o s e ir a l u b a c o v g n i h c a e t n
I oreignl anguage,t heteachers houldr educet he e g a u g n a l e v it a n f o e s
u .According to Allen (1977) ,once student sknow the n i e g a u g n a l t e g r a t e h t n i y lt c e r r o c n e tf o t i e s u t s u m y e h t ,s d r o w w e n f o g n i n a e m t r a p ti e k a m d n a d r o w e h t r e t s a m o t r e d r
o oft hei rpersona lvocabulary ( a sctied i n ,
a rt u
.
1TeachingVocabulary
. s p e t s e m o s e r a e r e h t , y r a l u b a c o v g n i h c a e t n
I According to Suyanto
) 7 0 0 2
( , therearef ou rsimplestepst ha tcan beconducted i n t eachingvocabulary . y
e h
T are (1 ) Inrtoducing: Teache r inrtoduce s new word s wtih the irgh t e r u t c i p g n i s u n o it a i c n u n o r
p s o rconcrete objects ,(2 )Modeilng :Teache rgive s e l p m a x e e m o
s s andact sa samodel,( 3)Pracitcing :Teache rguidest hestudentst o d n a , s d r o w w e n e h t g n i c n u o n o r p e c it c a r p d n a , t a e p e r , n e t s
il (4 ) Applying :
. e c n a d i u g r e h c a e t h ti w s n o it a u ti s t h g ir n i s e ir a l u b a c o v w e n e h t y l p p a s t n e d u t
S In
s i h
t study,t hewrtie rdoesthef rists tepbydesigningas e to f lfashcards . f o s y a w o w t e r a e r e h t t a h t s e t a t s ) 8 8 9 1 ( i e f a y S , n o it i d d a n
I teaching
y r a l u b a c o
v , tointegratevocabularyt oothe rskill( ilstening ,speaking,r eadingand d n a ) g n it ir
w to teach vocabulary separately from those skills .In thi sstudy ,the . ll i k s g n i d a e r o t y r a l u b a c o v s e t a r g e t n i r e ti r w
C.TeachingEngilsha tJuniorHighSchool
n i s t n e d u t s l o o h c s e l d d i m f o t c e p s e r e h t n i a g o t y a w t s e b e h
T t he
t a h t r e b m e m e r o t s i m o o r s s a l
c the t eachers are frist t heri teachers and t hen t hei r d
n e ir
f s . In othe r words , the teacher ha s to pay atten iton to the students’ n i y ll a i c e p s e c it s ir e t c a r a h
c t he teaching learning process .According to Berk )
9 8 9 1
( ,“someonei nt heageo f11-adutli sont hecompletecompetences tage .The e g a u g n a l n i g n i g n a h c , y r u s a e rt y r a l u b a c o v f o g n i s a e r c n i e h t e r a s c it s ir e t c a r a h c . e t a c i n u m m o c o t t n e u lf e r o m d n a , e l y t
h p s o m t
a ere by creaitng va irou sacitviites ro using media i n t eaching acitviitesin o
t r e d r
o maximizes tudents ’ablitiyi nusing et h language .
.
1 TeachingEngilsha tSMP KemasyarakatanPromasanGradeVII
P M
S eK masyarakatan Promasan i slocated in mountainou sarea nea r g
n a d n e
S Sono Mary Cave , Banjaroyo , Kailbawang , Kulon Progo , Daerah a
tr a k a y g o Y , a w e m e t s
I . tI i sgreen and remote area which make s ti i dea lfor t he .s
s e c o r p g n i n r a e l g n i h c a e t
e h
T number so fstudent sin thi sschoo la re qutie a lot .When the wrtie r n
o it a v r e s b o e h t d e t c u d n o
c , the number soft hesevent h grader swere26 students . t
s o m l
A alloft hemhadneverl earnedEngilshi nt hei rpreviou seducaiton .I tmean s t
a h s il g n E g n i n r a e l ,t a h
t SMP Kemasyarakatan Promasan i snew t o the sevent h .s
r e d a r g
t , r e v e w o
H hi sschool lacked the teaching media .There were only a few d
e ti m il d n a s k o o
b dicitonairesusedast hemediaofl earning .Beside ,st h eEngilsh r
e h c a e
t in thi sschool preferred to use Bahasa Indonesia than Engilsh in the s
s e c o r p g n i n r a e l g n i h c a e
t . Therefore ,the student stended to communicate in a
i s e n o d n I a s a h a
B .Whereas ,according to Allen (1977) ,once student sknow the r e d r o n i e g a u g n a l t e g r a t e h t n i y lt c e r r o c n e tf o t i e s u t s u m y e h t ,s d r o w f o g n i n a e m
n a d r o w e h t r e t s a m o
t dmakei tpar toft hei rpersona lvocabulary.I nconclusion,i n o t r e d r o n i d e c u d e r e b t s u m e g a u g n a l e v it a n f o e s u e h t , e g a u g n a l n g i e r o f g n i h c a e t
s a n e tf o s a e g a u g n a l n g i e r o f e h t e s u o t y ti n u tr o p p o e h t e v a h s t n e d u t s e h t e k a m
.
D TheCombinedRandDModelandKemp’sI nstruc itona lDesignModel
e s u r e ti r w e h t , y g o l o d o h t e m e h t n i d e n o it n e m s
A d R & D study (1983 )
s i h c i h
w suppo tred by Kemp’ sinsrtucitona ldesign mode l(1977 )a st he basic n
g i s e d r e ti r w e h t p l e h o t e n il e d i u
g e d ase to f lfashcards .Herei st hecollaboraiton .l
e d o m n g i s e d l a n o it c u rt s n i s ’ p m e K d n a y d u t s D & R f o
.
1 ResearchandI nforma itonCollecitng( R&DModel)
n o it a m r o f n i e h t r e h t a g o t y d u t s y r a r b il e h t d i d r e ti r w e h t , p e t s s i h t n I
d r a c h s a lf , s c it s ir e t c a r a h c s t n e d u t s s a h c u s d e d e e
n s e ,d signi sng lfa hcards ,andothe r e
w t a h t s e ir o e h
t r eused t o conduct the study .Thewrtie rneeded somebook sand s
u b a ll y s e h t ,s e d i s e B . n o it a m r o f n i e h t t e g o t s l a n r u o
j w asalso needed t o ifnd out e
h
t mate iralt hatwli lbeused.
.
2 Planning (R & D Model Combined wtih Kemp’ sInstruc itona lDesign
l e d o M )
s t p a d a r e ti r w e h t , p e t s s i h t n
I Kemp’ sinsrtucitona ldesign model.Kemp’ s n
o it c u rt s n
i a l design modelcan be app iled on any educaitona l level , from t
c u rt s n i f o l e d o m s i h T . ) 8 . p ( e g e ll o c r o y r a d n o c e s , y r a t n e m e l
e ioni smore lfexible
e h s / e h t n e m e l e r e v e h c i h w h ti w t r a t s n a c r e h c a e t e h t e c n i
s wants .The teache r
n a
Thi smode lof i nsrtucitona ldesign plan consist so feigh tpa tr s(p.9) .The e e h t n e e w t e b p i h s n o it a l e
r lement scanbeseenf romt hef ollowing ifgure:
s i h t n
I study, t he wrtie radapted ifve step so fKemp’s (1977) .They were r e d i s n o c ) 1
( ingthe goal ,topic ,and genera lpurposes ,(2 )enumeraitng learne r y fi c e p s ) 3 ( , s c it s ir e t c a r a h
c i ng the learning objecitves , (4 ) selecti ng s e c r u o s e r l a n o it c u rt s n i d n a s e it i v it c a g n i n r a e l/ g n i h c a e
t ,and( 5 )evaluaiton.
a .Identfiyingt heGoals ,Topics ,andGenera lPurposes
o t t n a w u o y o d t a h W “ n o it s e u q e h t h ti w s tr a t s p m e K , tr a p s i h t n I ” ? c i p o t h c a e g n i h c a e t n i h s il p m o c c a n o it c u r t s n I f o l e d o M s ’ p m e K 1 . 2 e r u g i F
Thi smode lof i nsrtucitona ldesign plan consist so feigh tpatr s(p.9) .The e e h t n e e w t e b p i h s n o it a l e
r lement scanbeseenf romt hef ollowing ifgure:
s i h t n
I study, t he wrtie radapted ifve step so fKemp’s (1977) .They were r e d i s n o c ) 1
( ingthe goal ,topic ,and genera lpurposes ,(2 )enumeraitng learne r y fi c e p s ) 3 ( , s c it s ir e t c a r a h
c i ng the learning objecitves , (4 ) selecti ng s e c r u o s e r l a n o it c u rt s n i d n a s e it i v it c a g n i n r a e l/ g n i h c a e
t ,and( 5 )evaluaiton.
a .Identfiyingt heGoals ,Topics ,andGenera lPurposes
o t t n a w u o y o d t a h W “ n o it s e u q e h t h ti w s tr a t s p m e K , tr a p s i h t n I ” ? c i p o t h c a e g n i h c a e t n i h s il p m o c c a n o it c u r t s n I f o l e d o M s ’ p m e K 1 . 2 e r u g i F
Thi smode lof i nsrtucitona ldesign plan consist so feigh tpa tr s(p.9) .The e e h t n e e w t e b p i h s n o it a l e
r lement scanbeseenf romt hef ollowing ifgure:
s i h t n
I study, t he wrtie radapted ifve step so fKemp’s (1977) .They were r e d i s n o c ) 1
( ingthe goal ,topic ,and genera lpurposes ,(2 )enumeraitng learne r y fi c e p s ) 3 ( , s c it s ir e t c a r a h
c i ng the learning objecitves , (4 ) selecti ng s e c r u o s e r l a n o it c u rt s n i d n a s e it i v it c a g n i n r a e l/ g n i h c a e
t ,and( 5 )evaluaiton.
a .Identfiyingt heGoals ,Topics ,andGenera lPurposes
t a h t s p e t s e e r h t f o s t s i s n o c t n e m e l e s i h
T a reelaboratedasf o llowed :
)
1 .IdentfiyingGoals
d e v ir e d e r a s l a o g e h
T from t hreesources;t herearesociety ,students ,and d n a s d e e n ’ s r e n r a e l n i 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 .) 4 1 . p ( s n o it u ti t s n i 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 , t s e r e t n i s i h t f o l a o g e h
T study aw s to help the Engilsh teache r of SMP n a t a k a r a y s a m e
K Promasan by designing a se t o f lfashcards to suppor t the f o g n i h c a e
t vocabularyfors event hgraders.
)
2 .SelecitngTopics
s c i p o t r o j a m e h t t s il d l u o h s r e ti r w e h t ,s l a o g g n i y fi t n e d i r e tf
A tobe rteated
l a c i g o l a o t g n i d r o c c a d e c n e u q e s y ll a u s u e r a s c i p o T . a e r a t n e t n o c e h t n i h ti w e r o m d n a x e l p m o c o t s l e v e l e t e r c n o c r o e l p m i s m o r f n e tf o t s o m , n o it a z i n a g r o .) 5 1 . p ( s l e v e l t c a rt s b a s i h t n
I study, t hewrtie rused t he mateiralt aken from students ’handbook e
s
u dbyt hes event hgrader so fSMPKemasyarakatanPromasan .Thewrtie rchose r o f c i p o t e n
o readingskilltha twa s“schoo lacitviites” .Thewrtie rchoset hist opic f o e n o s a w t i e s u a c e
b the mateiral stha twould be taugh tto them .The wrtie r d
e p o
h tha tthemediac anhelpt het eache randt hestudentsi ntheteachingl earning .s e it i v it c
)
3 .LisitngGenera lPurposes
p l a r e n e
G urposei st hestaritng poin tofthewrtier’ splan .Therearesome s n o i s s e r p x
e which arecommonly used such ast o acqurieaskli,lt o comprehend , o t , y o j n e o t , f o e r a w a e m o c e b o t , e k il o t , e n i m r e t e d o t , e t a i c e r p p a o t , n r a e l o t ti w r a il i m a f e m o c e b o t ,r e t s a
m h, t o grasp t he signi ifcanceo ,f t o perceive, t o be o t d n a , w o n k o t , n i e v e il e b o t , d n a t s r e d n u o t , r o f g n il e e f e v a h o t , o t d e c u d o rt n i . e s u e h
T genera lpurpose soft hiss tudyare ilstedbelow:
)
1 tobei nrtoducedt o lfashcard sast eachingl earningmedia )
2 tounderstandnewvocabularybyusing lfashcard s )
3 toenjoyt hel earningproces s )
4 to ilket heEngilshl earningacitviites
b .IdentfiyingLearner’ sCharacterisitcs
s i t n e m e l e s i h
T aimedto answe rKemp’ squesiton “Wha tfactor sdo you s n a l p t c e f f a l li w t a h t s r e n r a e l l a u d i v i d n i r o p u o r g t n e d u t s e h t t u o b a w o n k o t t n a w r e h c a e t e h t , n g i s e d l a n o it c u rt s n i n a g n i n g i s e d e r o f e B . ) 8 1 . p ( ” ? g n i n r a e l ri e h t r o f s e h t f o c it s ir e t c a r a h c h c i h w e d i c e d o t s a
h tudent swould bemos thelpfult o know t c a f c i m e d a c a e h
t or sors ocialf actors( p.19.) e w t a h t s r o t c a f o w t m o r
F re stated by Kemp (1977), t he wrtie rchose t he t a h t s r o t c a f c i m e d a c
a in lfuencedstudents ’ characteirsitcs in learning . The e h t t c u d n o c o t r e ti r w e h t r o f l u f p l e h e b d l u o w s t n e d u t s e h t f o s c it s ir e t c a r a h
c study .
s a w c it s ir e t c a r a h c t s ri f e h
d n
a t heinterview (conducted on Octobe r1 ,2011 – March 10 ,2012 ,) there were s
y n a
m tudents in SMP Kemasyarakatan Promasan grade seven who have neve r u
d e s u o i v e r p r i e h t n i h s il g n E d e n r a e
l caiton.I nconclusion ,Engilshwa ssomething t
r o f w e
n hem .The second characteirsitc wa sthe moitvaiton fo rstudying the a
w h s il g n E e c n i S . t c e j b u
s ssomething new fo rthem ,i twould be bette ri fthe g
n i h c a e
t proces swasinteresitng. I n f ac,t t het eachingproces swa smonotoneand a
e t e h T . g n ir o
b che r did no tuse teaching media to teach the students .Thi s n
o it i d n o
c lead into a tendency tha t the student s may easliy tg oe b red and .
d e t a v it o m n u
.
c Illustra itngt heLearningObjec itves
t s d l u o h s t a h W “ n o it s e u q e h t s i tr a p s i h t f o y e k e h
T udent sknowort o be
o d o t e l b
a ?”(p.23) . tIi sstatedtha twiritng objecitvesi sa developmenta lacitvtiy ,
s e g n a h c , s t n e m e n if e r s e ri u q e r t a h
t and addiiton s a s the wrtie r develop s s
p e t s g n i n n a l p t n e u q e s b u
s (p.24) .In w iritng objecitves ,the teache rha sto pay . e v it c e f f a d n a , r o t o m o h c y s p , e v it i n g o c : s e ir o g e t a c r o j a m e e r h t e h t o t n o it n e tt a
n o d e s a
B the learners ’characteirsitcs ,the wrtie r ilsted some goal sto be d
e h c a e
r .The wrtie rsimpilifed the noun tha twli lbe used;i twas i n t he form o f r
a l u g n i
s countable noun .The goal so fusing a se to f lfashcards to suppor tthe f
o g n i h c a e
t vocabulary are ilstedbelow: )
1 Thes tudent sareablet opronounceEngilshword scorreclty. )
2 The student sareable t o meniton t hemeaning o fword sdescirbed by t he .s
)
3 The student sare able to identfiy the word sdepicted by the lfashcard s n
i d e s u e r a y e h t n e h
w thereadingt ext .s
.
d TeachingLearningAcitvi ite sandResources
l a n o it c u rt s n i d n a s d o h t e m l a n o it c u rt s n i t a h w t u o b a s i t n e m e l e s i h T
e h t l l A . e v it c e j b o h c a e g n i h s il p m o c c a r o f e t a ir p o r p p a t s o m e b l li w s e c r u o s e r
g n i n n a l
p t hat the teache rh as done up to thi spoint, ha sbeen preilminary to g
n i h c a e t e h t g n it c e l e
s learning acitviite sfo rthe insrtucitona lplan (p.54) .There g
n i h c a e t f o s e p y t e e r h t e r
a learning acitviites :group presentaiton, i ndividuailzed .s
t n e d u t s d n a r e h c a e t n e e w t e b n o it c a r e t n i d n a , g n i n r a e l
s e t a t s ) 7 7 9 1 ( p m e
K therearet hreebasicmethod soft eachingandl earning . s
i h t n
I study ,the wrtie rcombined two o fthem :teacher-studen tinteraciton and l
a u d i v i d n
i ized learning .Beside sselected the method sfor teaching and learning s
e it i v it c
a , i n t hi sseciton t he t eacherselecte d and designe d themedia .The wrtie r d
e r e d i s n o
c aboutsomecrtieirabeforeselecitngand making t hemediai n ordert o s
t n e d u t s r o f a i d e m e l b a t p e c c a r o e l b a ti u s e k a
m ’ characteirsitc and condiiton s .
) 0 8 . p
( In makingaseleciton o fmedia, t hewrtie rhast oconside rthesefollowing e
ti r c ir a:
. )
1 Wha twouldt hecos to fpurchaseorprepara itonbe?
d r a c h s a lf f o t e s a n g i s e d o
T s, thewrtie rdidno tspendal o to fmoney. Fo r d
r a c h s a lf f o t e s a g n i n g i s e
d s by using a computer ,the wrtie rneeded computer , r
e p a p f o e c e i p d n a , k r o w t e n t e n r e t n i , r e t n ir
d e d e e n r e ti r w e h t , y ll a u n a
m somehard paper ,aruler ,a npe c ,li glue ,scissors, and e
m o
s pictures fromusedmagazines ro usedbooks.
t f a r D t e g d u
B forPurchasingorPreparingManuallyDesigned Flashcard s
s m e
tI U nti P ircepe rUnti P irce 1 Oldmagazine ,book ,o rnewspaper A smanya s
e l b i s s o
p Free Free
2 Hardpape r: d
e s
U cardbox ,usedi nvtiaitoncard Ap somssainbylea s F ree Free
3 Rule r 1 2.000 2.000
4 Boardmarker 1 3.500 3
