A set vocabulary supplementary materials for the eleventh grade students of SMA Pangudi Luhur Yogyakarta.

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A SET OF VOCABULARY SUPPLEMENTARY MATERIALS FOR THE ELEVENTH GRADE STUDENTS

OF SMA PANGUDI LUHUR YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Wiwin Dwi Handayani Student Number: 051214153

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMME DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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A SET OF VOCABULARY SUPPLEMENTARY MATERIALS FOR THE ELEVENTH GRADE STUDENTS

OF SMA PANGUDI LUHUR YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Wiwin Dwi Handayani Student Number: 051214153

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMME DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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This thesis is dedicated to Oyoke and Mbake

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, April 20, 2011 The Writer

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma : Nama : Wiwin Dwi handayani

Nomor Mahasiswa : 051214153

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

A Set of Vocabulary Supplementary Materials for the Eleventh Grade Students of SMA Pangdi Luhur Yogyakarta

Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta Pada tanggal: 20 April 2011 Yang menyatakan

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vii ABSTRACT

Handayani, Wiwin Dwi. 2011. A Set Vocabulary Supplementary Materials for the Eleventh Grade Students of SMA Pangudi Luhur Yogyakarta. Yogyakarta: Sanata Dharma University.

Vocabulary is the foundation to build a language (Read, 2000). However, vocabulary is not explicitly mentioned in Graduate Competency Standard (GCS) of the High School level. In addition, there is no special vocabulary books that support the topics discussed in the GCS. Therefore, this study intended to design a set of vocabulary supplementary materials for the eleventh grade students of SMA Pangudi Luhur Yogyakarta.

This study aimed to answer two research problems: (a) how is a set of vocabulary supplementary materials for the eleventh grade students of SMA Pangudi Luhur Yogyakarta designed, and (b) what does the designed set of materials look like.

To answer the first research problem, the writer adapted Kemp’s instructional design model (1977). The writer used seven steps of the eight-step Kemp’s model. Those steps, subsequently, were put under the umbrella of Borg & Galls’s (1986) Research & Development (R&D) method. Due to time and resource limitations, only five of ten steps of the R&D model were employed, which were: (1) research and information collecting, (2) planning, (3) developing preliminary form of product, (4) preliminary field testing, and (5) main product revision.

Research and information collecting was done by distributing pre-design questionnaires to forty randomly selected students of eleventh grade, interviewing two English teachers, and observing the school support services. The designed materials, then, were evaluated by distributing post-design questionnaires to two teachers and two lecturers. The evaluation result showed that it needed some revisions, especially to simplify the instructions, relocate the position of some disturbing pictures, reduce the level of difficulty of the activities or the vocabulary items, and reduce the number of asked vocabulary items.

To answer the second question, the writer presented the final version of the designed materials. They consisted of nine units covering report, narrative, analytical exposition, and banner. The titles of the units were Man-made Things,

Festivals in a Year, Plants, Animals, Natural Disasters, ‘Pourquoi’ Tales,

Bedtime Stories, Give Your Comment, and Go Green.

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viii ABSTRAK

Handayani, Wiwin Dwi. 2011. Satu Set Materi Pembelajaran Tambahan Kosakata untuk Siswa-Siswi Kelas XI SMA Pangudi Luhur Yogyakarta. Yogyakarta: Universitas Sanata Dharma.

Kosakata adalah pondasi untuk membentuk bahasa (Read, 2000). Namun, kosakata tidak disebutkan secara eksplisit dalam Standar Kompetensi Lulusan (SKL) tingkat SMA. Selain itu, tidak ada buku kosakata yang secara khusus mendukung topic-topik yang dibicarakan dalam SKL. Oleh sebab itu, penelitian ini ingin merancang satu set materi pembelajaran kosakata untuk siswa-siswi kelas XI SMA Pangudi Luhur Yogyakarta.

Penelitian ini bertujuan untuk menjawab dua pertanyaan berikut: (a) bagaimanakah cara merancang satu set materi pembelajaran tambahan kosakata untuk siswa-siswi kelas XI SMA Pangudi Luhur Yogyakarta, dan (b) seperti apakah materi pembelajaran yang dimaksud.

Untuk menjawab pertanyaan pertama, penulis mengadaptasi model rancangan pembelajaran Kemp. Penulis menggunakan tujuh dari delapan langkah model Kemp. Langkah-langkah tersebut kemudian diposisikan di bawah metode penelitian dan pengembangan (R&D) Borg & Gall sebagai kerangka besar dari langkah-langkah tersebut. Karena keterbatasan waktu dan sumber daya, penulis hanya menerapkan lima dari sepuluh langkah metode R&D, yaitu: (a) pengumpulan hasil-hasil penelitian dan informasi, (b) perencanaan, (c) pengembangan bentuk pertama produk, (d) uji lapangan atas bentuk pertama produk, (e) revisi utama produk.

Pengumpulan hasil-hasil penelitian dan informasi dilakukan dengan menyebarkan kuesioner pra perancangan kepada empat puluh siswa kelas XI yang dipilih secara acak, mewawancarai dua orang guru, dan melakukan pengamatan terhadap layanan-layanan pendukung sekolah. Materi yang telah dirancang kemudian dievaluasi dengan menyebarkan kuesioner pasca perancangan kepada dua guru dan dua dosen. Hasil evaluasi menunjukkan bahwa materi harus direvisi, terutama dengan menyederhanakan instruksi, memindahkan letak beberapa gambar yang mengganggu, mengurangi tingkat kesulitan aktifitas atau kosakata, dan mengurangi jumlah kosakata yang diminta.

Untuk menjawab pertanyaan kedua, penulis menampilkan versi terakhir dari materi yang dirancang. Materi tersebut terdiri atas sembilan unit yang mencakup report, narrative, analytical exposition, dan banner. Judul-judul dari unit tersebut adalah Man-made Things, Festivals in a Year, Plants, Animals,

Natural Disasters, ‘Pourquoi’ Tales, Bedtime Stories, Give Your Comment, dan

Go Green.

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ACKNOWLEDGEMENTS

This is the right time for me to send my gratitude for those ho have supported and facilitated me until I finish this thesis. It is an honor for me to mention them one by one.

First of all, I would like to express my deepest gratitude for The Almighty God for his everlasting blessing, though I do not worship Him. He poured me with abundant grace to finish this thesis.

Secondly, my best gratitude goes to Carla Sih Prabandari, S.Pd., M.Hum., my thesis sponsor, for her guidance, patience, and constant support so that finally I can finish this thesis.

I am greatly indebted to the principal of SMA Pangudi Luhur Yogyakarta

for permitting me to conduct this research in his school. My sincere appreciation also goes to my research participants, A. Hardi Prasetyo, S.Pd., M.A., G. Punto Aji, S.Pd., M.Hum, Christiana Sigit Karyanti, S.Pd., and Restituta Krismanti, S.Pd., and the eleventh grade students of SMA Pangudi Luhur Yogyakarta for their valuable comments, suggestions, and their willingness to participate in this thesis.

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I would also like to, as always, express my greatest gratitude to my family: my Dad, Mom, Mas Wiwit, and Bowo, for their everlasting support in my every activity. I would also like to thank someone who holds another part of my soul for his love and support, particularly during my time of frustrations and depressions.

Finally, my deepest thanks go to everybody who has helped me, either directly or indirectly, in writing this thesis.

Yogyakarta, April 20, 2011

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LIST OF TABLES

Table 4.1: The Competency Standards and Basic Competences ………...

Table 4.2: The Learning Topics of the Designed Materials ………...

Table 4.3: The Learning Indicators of the Designed Materials ………..

Table 4.4: The Subject Contents of the Designed Materials ……….. Page

60

61

62

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LIST OF FIGURES

Figure 2.1. Dimensions of Vocabulary Assessment ………...

Figure 2.2. Kemp’s Instructional Design Model ………

Figure 3.1: The Combination of Adapted R & D Cycle and Kemp’s Model ……. Page

18

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1 CHAPTER I INTRODUCTION

In this chapter, the writer provides the introduction to the research. As an introductory chapter, this part is divided into six subtitles, namely Research Background, Problem Formulation, Problem Limitation, Research Objectives, Research Benefits, and Definition of Terms.

A. Research Background

If we talk about teaching in Indonesia, we talk about KTSP (Kurikulum Tingkat Satuan Pendidikan) or school based curriculum. Permendiknas No. 23/ 2006 about graduate competency standard mentions some topics to teach four English skills, listening, speaking reading and writing. Some of those topics are report, describing, expressing relief, pain and pleasure, narrative, and analytical exposition. When students graduate from school, they are expected to master all the topics mentioned in graduate competency standard. In the other words, they are also to master communicative ability.

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other words, we cannot communicate with other people without knowing the vocabulary.

Even, Burton (1982) mentions that “… the larger it (your vocabulary) is, the better will be your performance in all aspects of English language work.” In addition, he also mentions that a large vocabulary supports someone to communicate his thought and comprehend other people’s composition. From those statements above, having a large vocabulary is very important in communication.

For native speakers, the fastest vocabulary development occurs in their childhood. However, their vocabulary always develops naturally as a result of new experiences, inventions, concepts, social trends and opportunities for learning. On the other hand, for foreign language learners, vocabulary acquisition is typically a process that happens consciously. As a result, learners depend on bilingual dictionary to encounter their difficulties in vocabulary (Read, 2000).

In SMA Pangudi Luhur, each class is taught by two teachers. The first teacher teaches listening and speaking while the second teacher teaches reading and writing. Seeing the fact that teaching four skills is not enough, the teachers also teach grammar and vocabulary. This system shows that the teachers pay equal attention to every skill and element. In addition, developing students’ vocabulary mastery becomes one of the teaching goals. In order to reach this goal, the teacher who teaches vocabulary usually conducts weekly test.

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someone masters limited vocabulary, her or his ability to listen, speak, read, and write will also be limited. Second, someone weakness in mastering four basic skills is caused by the vocabulary. Sometimes, someone produces a wrong sentence because he uses wrong vocabulary. In the other word, word choice is very important. Third, teachers also pay attention to the use of Transtool because some students use that device in writing. Teachers want to reduce the use of this device. Fourth, good English sentences sound and look like sentences produced by native speaker.

In conducting the vocabulary test, teachers use 3,000 Word Power as the resource because there is no proper material which can be used to teach vocabulary used to support the learning topics. This decision is actually very good. It can develop students’ vocabulary mastery. However, this is not right on target because not all vocabulary items they learn can support the learning topics.

According to the rationales above, this research is conducted to design a set of vocabulary supplementary materials for the eleventh grade students of SMA Pangudi Luhur Yogyakarta. The materials are developed to support the learning of topics mentioned in GCS.

B. Problem Formulation

In this study, the writer intends to answer two questions. Those two questions are:

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2. What does the designed set of vocabulary supplementary materials for the eleventh grade students of SMA Pangudi Luhur look like?

C. Problem Limitation

This research is intended to design a set of vocabulary supplementary materials for the eleventh grade students of SMA Pangudi Luhur Yogyakarta. The designed materials are materials for the first semester only. In SMA Pangudi Luhur Yogyakarta, vocabulary is integrated in reading and writing teachings. Therefore, the designed materials are expected to support the reading and writing activities. Then, the materials are not taught in the classroom. The materials are used as the students’ independent assignment at home. Discussion in the classroom is conducted only if the students find difficulties in doing the assignment at home. Then, the teacher also can use the materials in extracurricular activities.

D. Research Objectives

This research is mainly aimed to answer the research questions. Therefore, this research proposes two objectives. The objectives of the study are as follows: 1. to find out how a set of vocabulary supplementary materials for the eleventh

grade students of SMA Pangudi Luhur Yogyakarta is designed.

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E. Research Benefits

It is expected that the research offers the following benefits: 1. For The Teachers

The result of the research, especially the design, can be used by the teachers as supplementary materials. The materials can be used either as independent assignments at home or as materials discussed in the extracurricular activities.

2. For The Students

The materials are expected to develop students’ vocabulary mastery, especially the vocabulary items needed to support the discussion of the topics taught in the first semester of the eleventh grade. In addition, the materials are intended to accustom the students to look up a dictionary if they find unfamiliar words.

3. For Future Researchers

It is expected that the study can become the start for other researchers to conduct further research. Evaluation and improvement for this research are welcomed. Other researchers are allowed to enlarge and improve the research topic becoming more useful and relevant research. As the result, this research will be useful to improve English language learning and teaching.

F. Definition of Terms

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avoid misunderstanding, the writer mentions the following definitions that will be beneficial for the next discussion. The definitions are mentioned below:

1. Instructional Design

Banathy (1976) defines instruction as any interaction between learners and their environment through which they are making progress toward the attainment of specific purpose, knowledge, skills, and attitude. In this study, instructional refers to the interaction between learners and their learning materials in achieving the learning objectives.

Design is the level of method analysis which considers (a) the objectives of the methods; (b) how language content is selected and organized within the method, that is, the syllabus model the method incorporated; (c) the types of learning tasks and teaching activities the method advocates; (d) the roles of the learners; (e) the roles of the teachers; (f) the roles of instructional materials (Richards and Rogers, 2001). In this study, the term design refers to the process of developing learning materials based on the six aspects mentioned previously.

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2. Vocabulary

Vocabulary is “a core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write.” (Richards and Renandya, 2002). In this study, vocabulary is defined as the language element that supports the learners in listening and reading as well as in speaking and writing.

3. Supplementary Materials

Supplementary materials can be defined as materials used to supplement the lesson. These materials are usually originated from a textbook or student demand. Then, the most common situations where the supplementary material is used when the text book provides insufficient and ineffective examples, provides too view examples, is too simple or too complex to the students, fails to cover an item of language at all, and cannot be conveniently or logically suited with the time allocation (http://www.handoutsonline.com/navigation.htm). In this study, supplementary learning materials are defined as extra materials presented as independent assignments done by the students at home or as extra materials used in extracurricular activities. As independent assignments, discussion is done only if the students find difficulties.

4. The Eleventh Grade Students of SMA Pangudi Luhur Yogyakarta

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9 CHAPTER II

REVIEW OF RELATED LITERATURE

This second chapter is divided into two parts. The first part is theoretical description that consists of some theories and definitions of related terms. The second part is theoretical framework that shows the step of conducting the research.

A. Theoretical Description

In this part, the writer will discuss some theories to support this study. These theories are teaching and learning English as a foreign language, vocabulary, vocabulary teaching and learning, vocabulary assessment, and Kemp instructional design.

1. Teaching and Learning English as a Foreign Language

Naturally, language is a mean of communication among people. In daily life, people communicate their ideas using both spoken and written language. In order to be able to communicate, people involved in the communication must share the same language.

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seen as second or foreign language for non-native English speakers. People considering English as a second language are those who speak other native languages as their first language but they live in a country whose native language is English (Gebhard, 1996). One of these examples is an Indonesian who lives in the United Kingdom. On the other hand, people considering English as a foreign language are those who live in a country whose first language is not English, such as Italy, Saudi Arabia, and Korea (Gebhard, 1996). Since the researcher intends to design a vocabulary supplementary material for the eleventh grade students in Indonesia, this study will focus on English as a foreign language.

Then, the goal of students learning English as a foreign language in their school is not to be able to use English as native speaker does but to pass English entrance exams to enter good high schools or universities (Gebhard, 1996).

2. Vocabulary

In this part, the writer supplies the scope of vocabulary. Vocabulary is not always a single word but multiword units, word families, and core meanings. The further discussion is provided below.

a. Multiword Units

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To learn multiword, there are some ways that students can use including deliberately learning them as units, search for them in texts, learning the patterns of combining words and pick them incidentally. Palmer (1925) as cited by Nation in Nunan (2003) points out that for beginner learner “the most fundamental guiding principle [for] those who are anxious to be proficient in foreign conversation … is this: Memorize perfectly the largest number of common and useful word-groups!”

b. Word Families

There are three ways in counting running words produced by someone. The first is counting all words he or she produces including counting words which occur more than once. For the example, English is not a language only spoken by English people anymore. From the previous sentence, there are 11 (eleven) words or tokens including English which occurs twice. Second, count words based on their types. For the example, go and goes are counted as different types. Third, when learners know some basic English word building patterns such as plural, past tense, present tense, stem+ing, stem+ed, possessive, they will count them as one families. Then, it is realistic to count walk, walks, walked, walking as one word family (Nation in Nunan, 2003).

c. Core Meanings

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that students have to cope with. It also provides access to wide range of uses, and often contrasts with the learners’ first language (Nation in Nunan, 2003).

3. Vocabulary Teaching and Learning

Developing a rich vocabulary is not only the matter of checking words in the dictionary. On the contrary, it can be reached through experiences and from the organizing and reorganizing of these experiences. However, most people, from childhood to adult, have not developed their vocabulary in organized and systematic way. Without a plan, their vocabulary grows sporadically (Dale and O’Rourke, 1971).

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they are lack of vocabulary and memorizing a few more words will fix everything up. Conversely, those books do not provide an organized programme for vocabulary study.

In order to create an organized, systematic programme, plan is needed. Then, an effective programme usually requires teachers who are actively interested. Teacher enthusiasm can fulfill any weaknesses in the materials. A systematic programme of vocabulary development is not too excessive but conceptual. It must be suited with the school or college educational aim (Dale and O’Rourke, 1971).

In order to extend students’ vocabulary mastery, teachers should select the appropriate materials and develop classroom techniques and tasks. Then, the classroom techniques and tasks and vocabulary in the classroom are discussed as follows:

a. Classroom Techniques and Tasks

In this research, this section is functioned as the possible implication given to develop the classroom techniques and tasks.

1). Meaning-focused Input Activities

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Nunan 2003). That one unknown word can be learned through guessing from context without stopping the text comprehension process.

In this very basic stage, learners focus on texts which density of new vocabulary is low. There are some possible classroom activities to support this strand. First, teacher can read for learners graded readers briefly. In the text, there is no difficult word. Therefore, teacher only gives quick translation or definition. Second, learners have silent extensive reading of graded text. Here, students’ autonomous to comprehend the texts and grasp other values are developed. Last, it also can be conducted through presentation-talks to each other, reading other learners’ writing and from interacting with the teacher (Nation in Nunan, 2003). 2). Deliberate Learning Activities

This strand is usually called form-focused instruction, language-focused learning or language study. Unlike the first strand, this strand pays attention to language features such as sounds, spelling, vocabulary, grammar or discourse which occur out of context. It focuses on learning vocabulary through memorization of their first language translation (Nation in Nunan, 2003).

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blanks, building word families by adding prefix suffix to a stem, and learning to use the vocabulary learning strategies of word cards, guessing from context, using word parts and dictionary use.

3). Meaning-focused Output Activities

This strand involves learning vocabulary through speaking and writing where students’ main attention is to deliver their message. It is strange to know that learning vocabulary through productive activity but Swain (1985), as cited by Nation in Nunan (2003), says that using language productively can strengthen their learning and can focus students on aspects of vocabulary knowledge that they do not need to concern when listening and reading. In addition, Corson (1997), as cited by Nation in Nunan (2003), argues that learning academic vocabulary receptively and productively are needed because being able to produce vocabulary receptively and productively is one way of showing that someone belongs to certain discourse community.

In this activity, students are expected to be able to transfer input into output. From a text they are reading, students are asked to report it in a form of written text and verbal production. If students find some new vocabularies in a reading passage but it is relevant to their topic of speaking or writing, they can reuse the vocabularies. As a result, students’ vocabulary mastery will be improved (Nation in Nunan, 2003).

4). Fluency Activities

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known language items, should be message-focused, should involve substantial quantities of input and output and should involve some pressure to perform faster than usual (Nation in Nunan, 2003).

b. Vocabulary in the Classroom

1). Focus on the Most Useful Vocabulary First

Teacher needs to check whether the texts being used are suitable with students’ level. To know the level, teacher needs to check the list of the high frequency words (Nation in Nunan, 2003).

2). Focus on the Vocabulary in the Most Appropriate Way

To tell the students about the meaning of the high frequency and low frequency words, teacher needs to have different approaches. To tell the low frequency words, teacher may translate the words directly. However, to tell the high frequency words, teacher needs to give examples in contexts and ask the students to guess. As a result, learners will know the meaning by themselves and will be encouraged to learn (Nation in Nunan, 2003).

4. Vocabulary Assessment

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task. Therefore, it always interacts, in natural way, with other components of language knowledge.

These perspectives have different purposes. The first type of test is used by classroom teachers to assess the progress in vocabulary learning and to diagnosing the area of weakness. Then, researchers in second language acquisition with special interest in how learners develop their knowledge of, and ability to use, target language words also use the first type of test. In contrary, other researchers tend to be more concern with the design of tests that assess learners’ achievement or proficiency (Read, 2000).

a. Dimensions of Vocabulary Assessment

There are some distinctions between the two perspectives. The distinction is broken down into three dimensions (Read, 2000). Those three dimensions are mentioned below:

1). Discrete – embedded

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science), or inferring the meaning of unknown words in a reading passage. However, the validity of discrete test is still debatable.

In contrast, embedded test includes larger components of language competence such as academic writing and comprehension questions to measure whether or not the students really comprehend the reading passage. It is different from discrete test for the score is taken together with measuring students’ ability in writing, reading, (or other English skills).

Discrete A measure of

vocabulary knowledge or use as an

independent construct

Embedded A measure of vocabulary which forms part of the assessment of some other larger construct Selective

A measure in which specific vocabulary items are the focus of the assessment

Comprehensive A measure which takes account of the whole vocabulary content of the input material (reading/ listening tasks) or the test-taker’s response (writing/ speaking tasks)

Context-independent A vocabulary measure in which the test-taker can produce the expected response without referring to any context

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Context-dependent A vocabulary measure which assess the test-taker’s ability to take account of contextual information in order to produce the expected response

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2). Selective – Comprehensive

The second dimension focuses on the range of vocabulary which is included in the test. Selective test is based on a set of target words selected by the test-writer. Then, the test-takers are assessed on how well perform their knowledge on the meaning and the use of the words. The vocabulary items can be taken from individual word and put it in separate test items. Alternatively, the test-writer can also choose a suitable text and then uses certain words in the text as the basis of the assessment.

On the other hand, vocabulary measurement is done in a setting of speaking or writing activity. The test-takers’ vocabulary mastery is not measured from the occurrence of certain vocabulary items but the overall performance. However, comprehensive measures can also be applied to the input material for reading and listening. These types of assessment measure students’ ability in linguistics and concept because the learners are challenged to comprehend text with long words.

3). Context-independent – Context dependent

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b. Practical Examples of Test Design

There are some practical examples of test design provided by Read (2000). Those examples are mentioned below:

1). Matching Items

The basic task of this type of test requires learners to make a connection between target words and their synonyms or definitions. This type of test is a recognition rather than a recall task.

2). Completion Items

Completion, or blank-filling, items consist of sentence with one deleted word. Then, the deleted word is replaced by a blank. To complete the task, the learners have to fill the blank with suitable word. This is a recall rather than a recognition task.

3). Generic Test Items

This type of test gives various activities, such as determining the part of speech of each word, the stressed or unstressed syllable, or the collocation of some words.

4). The Word-associates Test

In this type of test, the test-takers get a stimulus word of a certain subject. Then, they have to mention or write other words related to the given word that come to their head.

c. Types of Techniques and Activities in Vocabulary Teaching

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Therefore, this part will discuss about types of techniques and activities in vocabulary teaching. Thornbury (2002) suggests some techniques and activities, namely:

1). Using Mnemonics

Mnemonics are strategies to help retrieve items or rules stored in memory and that are not retrievable. The best mnemonics are those which have visual elements and are self-generated - not borrowed from another learner or the teacher.

The best mnemonics technique is keyword technique. In this technique, an image connects the pronunciation of the second language word and the meaning in the first language. Using this technique, teacher has to give the students a few moments to digest. However, this technique, sometimes, cannot work well for some students because they do not have ability to create an image.

2). Using Word Cards

The word card technique involves these steps:

a) Learners write down an English word on one side of a small card and its translation on the other side.

b) Depending on the difficulty level, on set consists of 20 to 50 cards.

c) The words do not have to belong to lexical sets – to avoid the interference effect.

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e) They then reverse the process. They use the translation to recall the new word’s form.

f) Words that cause difficulty must be moved to the top of the piles. The piles must be moved periodically to avoid serial effects – that is, remembering the words because of the order they come.

g) The sequence of learning and review must be spaced.

h) As words are learned, they have to be discarded and new words are made and added.

The followings are other activities that can be done in class to encourage the independent use of word cards.

a) Peer Teaching and Testing

Pair the students to compare their card sets. Then, encourage them to teach each other the words in their sets that they do not share and to test each other. b) Association Games

Each student put one card with the L2 word face up. Then, learners have to make a sentence associates those two words. The first students who can make a coherent sentence involving those two words gets one point. If no association can be made by either player, put those cards aside and deal two more. Continue this process until all cards are used.

c) Guess My Word

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d) De-vowelled Words

Each of a pair selects a card from their sets, then rewrite the word by omitting the vowels. Then, the other has to guess the word.

e) Ghost Writing

Each of a pair selects a word and write down the word in the air or on their partner’s back. Their partner has to guess the word.

f) Categories

In pairs or small group, learners organize their cards into some categories. For the example whether the words have hot or cold, masculine or feminine, good or bad, or sweet or sour.

3). Guessing from Context

In reading and listening, learners will always meet new unknown words. Therefore, making an intelligent guessing is important. Here are some recommended steps for guessing from context.

a) Decide the part of speech of the unknown word. Its position in the sentence and suffix might be the clue.

b) Look for further clues in the word’s immediate collocates – if it is a noun, check whether it has an article or not to indicate whether the word is countable or uncountable. If it is a verb, check whether it has an object or not.

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d) Look at the form of the word for any clue. For the example the word downhearted. It consists of the word down, heart, and –ed.

e) Make a guess to the meaning of the word using the above strategy.

f) Read on and see if the guess is confirmed. If not – and the word seems critical to the understanding of the whole text, go back and do the above steps. If the word does not seem critical, carry on reading. The meaning will be clearer during the reading process.

4). Coping Strategies for Production

Guessing from context is a very useful strategy in listening and reading. However, this strategy cannot be applied in speaking and writing. When learners need to produce a sentence with an unknown word, coping strategy can be used. In order to replace the unknown word, they can use vague words. They can use phrases like a sort of, a kind of, thing, etc. For the example, they produce a tool for cutting wood instead of axe.

Other ways of covering such a problem are: a) Paraphrasing

Paraphrasing is used as in ‘a bed for carrying sick people’ when the word

stretcher is unknown. b) Describing

Describing is used as in it’s like a chair, it’s got four legs, you sit on it, but it hasn’t got a back when the word stool is unknown.

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Using rough synonym as in ‘the car is broken’ when learner wants to say ‘the car will not start’.

d) ‘foreignising’ the equivalent L1 word

In Spanish, carpeta means folder in English. Then, learner just omits the final –a when they want to produce the word folder since they do not know the word.

e) Using gesture and mime

For the example, when they want to say saw or hammer but they do not know the word, they just move as if they used the tool.

f) Using the L1 word

Learners sometime use the L1 word in the hope that the listener will know it or that it will not be very different in the L2.

5). Using Dictionaries

Dictionary can be used as the last resort when ‘guessing from context’ strategy fails. Training students about the dictionary use is also very important. Therefore, students can use the strategy independently after the formal course or lesson.

Key skills involved in effective dictionary use are the following:

a) Recognising features of dictionary layout, such as use of alphabetical order, hearwords, grammar and pronunciation information, definition, etc.

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c) Discriminating between the different meanings of a word, especially a word with many polysemes such as course or fair, or words that are homonyms such as bill, bat and shed or homographs such as windy, live, and lead.

d) Cross-checking (when using a bilingual dictionary) to determine whether the equivalent offer in the dictionary is the best choice. When learners look up the meaning of a word in L1-L2 dictionary, they may find more than one equivalent in the L2. To check the best choice, learners are expected to check backwards – look up the meaning of all the L2 words.

e) Using synonyms, antonyms, and other information to narrow the choice of the best word for the meaning intended.

f) Inferring the spelling of an unfamiliar word from only having heard it, in order to check its meaning in the dictionary.

6). Spelling Rules

Dictionaries are often used to check spelling, and spelling in English is somewhat problematic. This is because there is more than one way of spelling a sound, and more than one way of pronouncing a letter (combination of letters). Even though English spelling seems irregular, but research shows that English spelling is regular. Only three percent of words are irregular.

Then, ability to guess the spelling of words is very important to support the learners’ productive ability, especially writing. Therefore, it is worthwhile teaching some of the more productive rules of English spelling, namely:

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b) If the word ends in consonant + y, then change the y to i when adding a suffix. The examples of this rule are happier, relies, beautiful, pitiless, and married. c) If the word ends in a syllable formed by a combination of a single consonant,

a single vowel, and a single consonant, such as wet, run, travel, stop, the final consonant is doubled when adding a suffix starts in a vowel, such as –er, -ing,

-est. The examples of this combination are wetter, running, traveller, stopped,

beginner, and biggest.

d) If there is an unpronounced e at the end of a word, and if the suffix begins with a vowel, then the final e is dropped like in loving, liked, nudist, and

writer.

In classroom activity, these rules can be practiced deductively by giving the rules and then applying them in example or inductively by giving some examples and then asking the students to conclude the rules.

7). Keeping Records

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a) Advise learners to have a special book solely for vocabulary. Ideally, it should be in the size that they can carry it around with them. Alternatively, recommend the learners to separate the class notes and the vocabulary notes. b) From the previous classes, save some examples of ‘bad’ vocabulary records.

Then, compare them with the good ones.

c) Ask the learners to compare and comment on their vocabulary notebooks regularly.

d) Give an example of a good record to the students so that they can copy it easily.

e) Allow time in the lesson for the learners to record vocabulary and to apply mnemonics. Then, give the beginning of the lesson for a period of silent review.

f) Check students’ vocabulary notebooks from time to time. 8). Motivation

As quoted by Thornbury (2002), Wilga Rivers mentions that language teachers must arouse interest in words and a certain excitement in personal development in this area.

5. Kemp’s Instructional Design Model

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the desired learning levels), and evaluation (how to know when the required learning has taken place). There are eight interdependent steps in Kemp’s instructional design process. The eight steps are mentioned and summarized bellow.

a. Consider Goals, Topics, and General Purposes

In instructional planning, stating goals is very important since every educational programme is based on broadly stated goals. These goals may be developed from society, students, and subject areas. Then, the educational programme creates courses in order to serve the goals. Within the courses area, topics are chosen. For each topic, teacher then mentions the general purposes or what students are expected to learn.

b. Identify Learner Characteristics

The second step is identifying the learners’ characteristics. To ensure the effectiveness of a programme, it is very important to understand learners’ characteristics during the designing process. Knowing the learners’ characteristics means knowing their capabilities, needs, and interests as well as their academic factors, social factors, learning condition, and learning styles. Such information can be obtained through several ways, namely reading students’ cumulative records, consultation with other teachers, pre-assessment tests, as well as distributing questionnaires and attitudinal surveys.

c. Specify the Learning Objectives

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be stated in terms of activities that will best promote learning. They must indicate precise behavioral objectives. Only by stating measurable objectives will the teacher know specifically what to teach and determine whether or not the objectives have been accomplished. However, writing objectives is a developmental activity that requires refinements, changes, and additions as the writer develops the next planning steps.

d. List the Subject Content

Subject content comprises the selection and organization of the specific knowledge (facts and information), skills (step-by-step procedures, conditions, and requirements), and attitudinal factors of each topic. Due to the flexibility of Kemp’s model, designer may start either from stating the objectives first or listing the subject contents first, as long as the subject contents lead to the attainment of the learning objectives and students’ needs. Then, teaching is series of activities that have to be done in sequence. Ideally, sequencing the contents should be started from lowest level of learning behaviour to the highest.

e. Conduct Pre-assessment

The purposes of pre-assessment are to find out whether the students have acquired the necessary background to learn the topic and whether they have achieved the learning objectives of the lesson.

f. Select Teaching/ Learning Activities and Resources

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resources must treat the subject contents and motivate students to accomplish the learning objectives.

g. Consider the Necessary Support Services

In instructional design, support services include funds, facilities, equipment, and personnel whose time must be scheduled to involve in the instructional plan. Support services must be considered at the same time when the designer makes the instructional plan and selects the material. In addition, in coordinating the planned programme with other operational aspects of the institution (students schedule, guidance services, etc), consideration must be given.

h. Conduct Evaluation

This is the final step of the instructional plan. In this phase, the designer is ready to measure the learning outcomes relating to the objectives. There are two phases of evaluation: formative and summative evaluation. Formative evaluation takes place during development and tryouts, and is useful for determining the weaknesses in the instructional plan. Meanwhile, summative evaluation occurs when the programme has fully implemented and provides feedback for revisions and improvement of the instructional plan.

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[image:51.612.70.537.158.607.2]

mentioned before is the ideal one. Then, the broken lines in the diagram indicate that revisions of elements were made based on the data gathered on students’ accomplishment of objectives.

Figure 2.2. Kemp’s Instructional Design Model

B. Theoretical Framework

This section discusses the synthesis of the previous subchapter and the relation to support this study.

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underlying principle of vocabulary teaching and assessment. In designing the materials, the writer will combine the meaning-focused input activities where vocabulary is taught through listening and reading, deliberate learning activities where vocabulary is taught separately from context, and meaning-focused output activities where vocabulary is taught through speaking and writing. However, the writer will not use all of them. In this study, vocabulary is taught through reading and writing. In addition, vocabulary can be taught separately using media and techniques, such as writing some words to describe a pictures, brainstorming, making sentences containing a word or phrase, etc.

In choosing the vocabulary items, the writer uses some considerations. The words are the most useful vocabularies to support the topics. Then, the types of assessment and the activities are suited with the topics. Various types of assessment and activity can be used to present the materials.

In order to be able to design an appropriate vocabulary assessment, the writer will combine the traditional and contemporary dimensions of vocabulary assessment. Some materials are developed separately from other language skills while some others are developed embedded with language skills. Then, the vocabulary items used in the materials are those which might be useful and occur in discussing the topics. The use of these types of assessments is suited with the needs.

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writer will only use seven steps, namely identify learners’ characteristics, consider the necessary support services, conduct pre-assessment, consider goals; list topics; and state general purposes, specify the learning objectives, list the subject contents, and select teaching/ learning activities and resources.

In Kemp’s instructional design model, the final step is used to evaluate the learners by doing formative and summative evaluation. Due to the limitation of time and resources, the writer omits the step.

The more detailed explanation on the steps of designing the materials is presented bellow.

1. Identify Learners’ Characteristic

In this step, the writer identifies the characteristics of the eleventh grade students of SMA Pangudi Luhur Yogyakarta. In order to know the students’ characteristics, the writer obtains information on learners’ academic factors, learning styles, learning conditions, as well as their capabilities, needs, and interests.

2. Consider the Necessary Support Service

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3. Conduct Pre-Assessment

In this study, the pre-assessment includes information gathering about students’ proficiency level and their background knowledge for learning the topics.

4. Consider Goals, List Topics, and State General Purposes

In this step, the writer states the goals, topics, and general purposes. To be consistent with the terms used in the school, this study uses ‘competency standards’ to replace ‘goals’ and ‘basic competences’ to substitute ‘general purposes’. Even though the terms are different, in this study they refer to the same things.

5. Specify the Learning Objectives

Once the basic competences, competency standards, and topics are set, they are used as the consideration to decide the learning objectives. To be consistent with the school’s term, in this study, the term ‘learning objectives’ is replaced by ‘learning indicators’.

6. List the Subject Content

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7. Select Teaching/ Learning Activities and Resources

Based on the obtained information about learners’ characteristics, proficiency, background knowledge, and the available support services, the writer selects the appropriate learning resources, designs the learning activities, and devises a guide to help the teachers implement the materials. However, the designed materials are not implemented during the study.

The materials and the learning activities are adjusted with learners’ proficiency, needs, and interest. The material selection always considers the attainment of the basic competences, competency standards, and learning indicators. In designing the material, students’ textbook becomes the base in selecting the topics.

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37 CHAPTER III METHODOLOGY

In this chapter, the researcher mentions methods used in the research. The discussion includes research method, research participants, research instruments, data gathering technique, data analysis technique, and research procedure.

A. Research Method

As mentioned in chapter I in the problem formulation, this research intends to answer two questions on how a set of vocabulary supplementary materials for the eleventh grade students of SMA Pangudi Luhur Yogyakarta is designed and what the design looks like.

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Ideally, R & D method consists of ten major steps, namely: Research and Information Collecting, Planning, Developing Preliminary Form of Product, Preliminary Field Testing, Main Product Revision, Main Field Testing, Operational Product Revision, Operational Field Testing, Final Product Revision, and Dissemination and Implementation. However, due to the limited time and sources, in this study, the first five steps are implemented.

Even though R & D method mentions the orderly steps in developing an educational product, it does not mention the kinds of information required in designing an instructional materials. Adaptation of Kemp’s steps mentioned in the previous chapter, on the contrary, specifies such information. Considering those facts, the R & D method was considered as the skeleton to determine the ideal order of Kemp’s steps.

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1. Research and Information Collecting

The purpose of this step was to gather the relevant research findings and other useful information for developing the product. This step covered three Kemp’s steps, namely identifying learners’ characteristics, surveying the available support services, and conducting pre-assessment. The information was obtained in three ways: conducting school observation, interviewing the teachers, and distributing questionnaires to the students. The ways for obtaining the data are discussed further in Research Instrument on page 42.

2. Planning

The purpose of the step was to construct the framework of the designed material. This step also involved three Kemp’s steps: stating goals (competency standards), general purposes (basic competences), and topics; specifying learning objectives (learning indicators); and listing and organizing subject contents.

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3. Developing Preliminary Form of Product

In this phase, Kemp’s step of selecting teaching and learning materials and resources was completed. Each subject content was developed into learning materials. The materials and resources were selected based on their appropriateness with the available support services, learners’ characteristics and abilities, and also the stated BC.

4. Preliminary Field Testing

The purpose of this phase was to evaluate the materials and gather comments, suggestions, and criticisms indicating the weaknesses of the product. The designed materials were assessed by distributing evaluative questionnaire to two English teachers of SMA Pangudi Luhur Yogyakarta and two lecturers of English Language Education Study Programme (ELESP) of Sanata Dharma University. The detected weaknesses were then used as the feedback for revising and improving the designed materials.

5. Main Product Revision

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B. Research Participants

There were two kinds of research participants involved in the study: participants of research and information collecting phase and participants of preliminary field testing phase. These participants will be elaborated in the following subsections.

1. Participants of Research and Information Collecting Phase

Based on the instruments used in this phase, there were two groups of participants: interviewed participants and participants who filled out the questionnaires. The interviewed participants were two English teachers of the eleventh grade in SMA Pangudi Luhur Yogyakarta. These participants were chosen as they were considered as the best source to understand the students’ proficiency and background knowledge.

Then, the participants who filled out the questionnaire were forty students of the eleventh grade who were randomly selected. They were considered to represent the characteristics of the whole population of the eleventh grade students in SMA Pangudi Luhur Yogyakarta.

2. Participants of Preliminary Field Testing Phase

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practicality of the designed materials were very important. Meanwhile, the lecturers were chosen because of their experience and expertise in English language teaching.

C. Research Instruments

To gather the data of the research and information collecting phase and preliminary field testing phase, there were three kinds of research instruments: an observation checklist, a list of interview questions, and questionnaires.

1. Observation

The observation checklist was fulfilled during the school observation to survey the support services available in the school. The checklist contains a list of behaviors to be observed where the observer checks whether each behavior or condition is present or absent during the observation (Ary, Jacobs, and Razavieh, 2002). In this study, information gathered through checklist including the school’s facilities, equipments, time allocation for each lesson, and the number of students of each class. The checklist can be seen in Appendix C.

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2. Interview

In attaining qualitative data, interview is one of the most widely used methods. Interview is a method to gather data on subjects’ opinions, believes, and feelings about the situation in their own words (Ary et al.). There are two kinds of interview questions: close-ended questions and open-ended questions. Close-ended questions can be used when the number of responses is limited and relevant responses can be specified. On the other hand, open-ended questions can be used when the range of responses is unlimited and unpredictable. To provide opportunity for the respondents to give their comments freely and to get detailed data as the basis in developing the materials, this study would utilize close-ended and open-ended questions.

The interview questions were constructed to gather data from the English teachers’ perspective about the available support services, learners’ proficiency level and knowledge, and learners’ characteristics. The type of interview used in study was a personal interview where the interview was conducted in face-to-face setting. This type of interview was chosen because the interviewer can repeat or paraphrase the questions when the interviewee fails to understand the questions. Besides, the interviewer can prompt for further answers when the answers are considered incomplete. The list of questions can be seen in Appendix B.

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and learners’ characteristics. As a result, the materials are expected to be implemented easily and the materials are suitable to the learners.

3. Questionnaires

There were two questionnaires used in this study, namely pre-design and post-design questionnaires. The pre-design questionnaires were distributed during the research and information collecting stage, while the post-design questionnaires were distributed during the preliminary field testing stage. The purpose of the pre-design questionnaires was to gather data about learners’ characteristics. Then, the result would be the basis in designing the materials. Therefore, the questionnaires acquired areas such as needs, capabilities, interests, academic factors, learning styles, and learning conditions of the learners. The form of the pre-design questionnaires can be seen in Appendix D.

Meanwhile, the post-design questionnaires were used to assess the designed materials. Evaluation, then, was done based on the criteria enquired in the questionnaires. The answer to the given questions was in a form of sentences. Therefore the writer could get complete opinion from the respondents.

The questionnaires itself consisted of two parts. In the first part, the participants wrote some sentences to express their opinion on the learning indicators, learning materials, and teacher’s guide.

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designed materials. The form of the post-design questionnaire can be seen in Appendix F.

Besides using the result of the post-design questionnaires, the writer also revised the materials using the respondents’ direct comments written on the printed materials. Therefore, the writer knew the exact part of the materials which need to be revised.

D. Data Gathering Technique

The data gathering process was conducted twice: during the research and information collecting stage and preliminary field testing stage. During research and information collecting stage, three instruments were used: an observation checklist, a list of interview questions, and pre-designed questionnaire. First of all, the writer observed the school’s resources and filled out the observation checklist on 22 January 2010. Still in the same day, the writer interviewed one teacher and reported the responses. After that, the pre-designed questionnaires were distributed to forty randomly-selected eleventh grade students on 23 January 2010. Finally, the writer interviewed the second teacher on 28 January 2010.

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E. Data Analysis Technique

In order to draw conclusion, the obtained data have to be comprehensibly presented and analyzed. The data presentation and analysis will be discussed in the following parts.

1. Technique to Analyze the Observation Checklist

The checklist result was used to analyze the availability of the support service in the school. If a tick ( √ ) is given to the ‘Present/ Absent’ column, it

indicates that the students have access to the observed equipment or facility. In contrast, if a cross ( x ) is given, students have no access to it. Information about the school facilities and equipments can be used as the consideration in determining the possible type of media and strategies to be used.

2. Techniques to Analyze the Interview Result

To analyze the interview result, the interview notes were put into transcript. Next, the transcript was classified and organized based on fields: the available support service, learners’ characteristics, and pre-assessment. Finally, the result is summarized into some paragraphs to ease the interpretation.

3. Techniques to Analyze the Pre-designed Questionnaire

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questions, the writer used frequency distributions where the data are presented systematically from the highest to the lowest (Ary, et al., 2002). However, since many people find it easier to understand percentage than raw frequency (Brown and Rodgers, 2002), the data were converted into percentage. The responses taken into account were only the response(s) chosen by more than 40 percent of the total respondents, since such responses were assumed represent the major characteristics of the population.

For the essay questions, the responses were classified, organized, and summarized into some sentences. The result of the questionnaires would help the writer to determine the types of activities and materials which suit the learners’ needs and wants.

4. Techniques to Analyze the Post-designed Questionnaire

After the distributed questionnaires were collected, the writer tried to analyze whether or not the materials were well developed. There were two parts in the questionnaires. The first part consisted of eight essay questions about the learning indicators, the contents of the materials, and the teacher’s guideline.

The second part consisted of three essay questions. They were the respondents’ opinion on the designed materials and the teacher’s guideline and their suggestions to improve the materials.

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F. Research Procedure

[image:67.612.69.539.197.633.2]

In the following discussion, the writer built a figure showing the combination of the adapted R&D cycle and and the adapted Kemp’s instructional design model.

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The writer conducted some procedures in order to fulfill the research objectives. As what is mentioned in Table 3.1, there are seven steps of Kemp’s design model used in this study. However, those steps are elaborated with R & D steps. Therefore, the research procedure to be mentioned bellow is the combination between R & D and Kemp’s steps. Then, the research procedure is mentioned as follow:

1. Procedures of Research and Information Collecting a. Conducting school observation

b. Distributing pre-design questionnaires c. Interviewing two English teachers 2. Procedures of Planning

a. Stating the CS, BC, and topics b. Specifying learning indicators

c. Listing and organizing subject contents 3. Procedures of Developing Preliminary Materials

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4. Procedures of Conducting Preliminary Field Testing

a. Distributing post-design questionnaires to two English teachers and two ELESP lecturers

b. Analyzing the feedbacks of the post-designed questionnaires 5. Procedures of Main Product Revision

a. Revising the materials based on the feedbacks of the post-design questionnaires