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y e v r u s n a k u k a l e m ) 1 ( : u ti a y , h a k g n a l h u j u t i r a d i ri d r e t s il u n e p n a r a j a l e b m e p n a u j u t n a k u t e n e m ) 3 ( , n u m u n a u j u t n a d , c i p o t , n a u j u t n a k s u m u r e m ) 2 ( , n a h u t u b e k a j a l e b n a t a i g e k h il i m e m ) 5 ( n a r a j a l e b m e p n a t a i g e k n a k u t n e n e m ) 4 ( , n a r a j a l e b m e
p r
n a k r a s a d r e B . i s i v e r n a k u k a l e m ) 7 ( i s a u l a v e y e v r u s n a k u k a l e m ) 6 ( , r a j a g n e m n a d a t a r i a li n a w h a b n a k u m e ti d , i s a u l a v e l i s a
h - traa dar iseitap pernyataan berkisa r i r e t a m n a g n a c n a r a w h a b n a k k u j n u n e m i n i l a H . 4 a l a k s i r a d 4 i a p m a s 3 , 3 a r a t n a n a d i a u s e s t u b e s r e
t dapa tdtieirma
n a h it a l t e s u t a s n a k ij a y n e m s il u n e p , a u d e k n a a y n a tr e p b a w a j n e m k u t n U s a l e k a w s i s i g a b a c a b m e m n a m a h a m e p g n u k u d n e m k u t n u n a h a b m a t a t a k a s o k h u j u
t SMP N 3 Wonosa ir .Laithan kosakatat ambahan i nit erdri idar iempa tunti . e m i g a b i d t i n u p a it e
S njad i itgabagian ,yatiuLe’t sGe tReady! .Le’t sGe tCloser! , n
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d Le’t sDo tI .!
: i c n u K a t a
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I ilketogivemygreates tgrattiudetomyLord,J esu sCh irs,tf o rHi s u
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I specia lgrattiude to my sponsor, Drs .Y.B . s
i h r o f ,. A . M , n a w a n u
G guidance ,suggesiton ,correciton ,andsuppo tri n ifnishing s
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m . I also thank al l o f Engilsh Language Educaiton Study Program f
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i ,whohavehelpedmedu irngt hecompleitono fmyt hesis . f
o l a p i c n ir P e h t o t s e o g o s l a e d u ti t a r g y
M SMPN3Wonosarifo rallowing
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,. d P . S , ir a S a l a m o K i t s e d A d n a , . d P . S , i n a d r a W u y h a W , . d P .
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e g a P TITLEPAGE ………... i
S E G A P L A V O R P P
A ………... ii
Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ………... iv
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 KASI ………. v
S B
A TRACT ……… vi K
A R T S B
A ……… v i i
T N E M E G D E L W O N K C
A S ……… v iii
F O E L B A
T CONTENTS ……….. x S
E L B A T F O T S I
L ………. x ii
… … … … … … … … … … … … … … … … … … … … S E R U G I F F O T S I
L x iii
S E C I D N E P P A F O T S I
L ……….. xiv
N O I T C U D O R T N I .I R E T P A H C
.
A ResearchBackground……….………. 1 .
B ResearchProblem s……….………. 4 .
C ProblemLimtiaiton …… ……….………. 4 .
D ResearchObjecitves……….……… 4 .
E ResearchBeneftis……… . 5 .
F Definiitono fTerms ……….………. 6
E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H C
.
A Theoreitca lDescirpiton……… 8 .
1 Insrtucitona lDesignModels…………..………. 8 .
aKemp’ sModel ……….…………. 8 .
bYalden’ sMode l………. 1 2 .
2 Vocabulary………..……… 1 4 .
3 TeachingVocabulary…..……… . … 1 6 .
i x .
cPossibleTasksi nTeachingVocabulary………… 1 9 .
B Theoreitca lFramework……….………...…… … 2 0
Y G O L O D O H T E M . I I I R E T P A H C
.
A ResearchMethod ……….……… …. 2 3 .
B ResearchParitcipants ……….……… .. 2 8 .
C ResearchI nsrtument s ………..……….. 2 9 .
D DataGatheirngTechnique ……… 3 1 .
E DataAnalysi sTechnique……… ... .... 3 2 .
F ResearchProcedure ……… … 3 3
E R . V I R E T P A H
C SEARCHFINDINGSANDDISCUSSION .
A Elaboraitonoft heStepsi nDesigningSupplementary s
e s i c r e x E y r a l u b a c o
V ………...….. 3 5
.
1 ConducitngNeed sSurvey……… 3 5 .
2 StaitngGoals ,Topic sandGenera lPurposes …………. 3 9 .
3 SpecfiyingLearningObjecitves……….………. 4 0 .
4 LisitngSubjec tContent ………...………... 4 1 .
5 SelecitngTeachingLearningAcitvtiy……….. 4 2 .
6 ConducitngEvaluaitonSurvey……….... 4 3 .
7 Revision………...……… 4 7 .
B Presentaiton :B ire fDescirpitono ftheSupplementary i
c r e x E y r a l u b a c o
V ses………..……….. 4 8 N
O I S U L C N O C . V R E T P A H
C S ANDSUGGESTIONS
.
A Conclusions ……… 5 0 .
B Suggesiton s ………. 5 1 E
F E
R RENCES ………. 5 3 N
E P P
ii x e
l b a
T Page
1 .
3 TheDescirpitonoft heFris tGroupo fResearchandI nformaiton P
g n it c e ll o
C aritcipant s………..………. . 82 e
h T 2 .
3 Descirpitonoft heSecondGroupo fResearchandI nformaiton
CollecitngParitcipant s………..………..… 82 3
.
3 T heDescirpitonoft heParitcipantsPreilminaryFieldTesitng…... 92 1
.
4 T Rhe esul to fQuesitonnarie……… 63 2
.
4 T heGoa landGenera lPurpose soft heDesignedMate ira l……….... 3 9 3
.
4 T heLearningObjecitves……… 4 0 4
.
4 TeachingLearningAcitviites……… . … 4 2 n
o it p ir c s e D 5 .
4 oft heParitcipan tonEvaluaitonSurvey………. 4 4 6
.
ii i x E
R U G I
F Page
… … … … … … … … … … … … 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 1 .
2 1 2
a Y 2 .
2 lden’sI nsrtucitona lModel……….. 1 4 3
.
2 TheWrtier’sI nsrtucitona lModel……… 2 3 C
D & R 1 .
v i x x
i d n e p p
A Page
. … … … … … … … … … … … … … … … … … … … … … … … … 1 x i d n e p p
A 65
n o i s s i m r e P f o r e tt e
L ……… 75
2 x i d n e p p
A ………. 85 y
e v r u S s d e e N r o f s t n e m u rt s n
I ……… 95
3 x i d n e p p
A ……….. 26 f
o r e tt e
L permission……… 36 e
ri a n n o it s e u Q n g i s e D t s o
P ……….. 46
4 x i d n e p p
A ………. 76 s
u b a ll y
S ………... 86 n
a l P n o s s e
L ………. 27 e
d i u g s ’ r e h c a e
T ……… 08 s
l a ir e t a M d e n g i s e D e h
1
N O I T C U D O R T N I
h t n
I i schapter ,the wrtie rdiscusse sthe inrtoduciton o ft his study .Thi s
r e t p a h
c si divided into six secitons ,namely the research background ,research
m e l b o r
p s , problem ilmtiaiton , research objecitves , research beneftis , and
if e
d niitonoft erms .
.
A ResearchBackground , a r e n o it a z il a b o l g s i h t n
I Engilsh play san impo tran trole as means fo
n o it a c i n u m m o
c .Since tii sstated asi nternaitonall anguage , ti i sused a sagloba l
. n o it a c i n u m m o c f o s n a e
m Especiallyi nIndonesia ,Engilsha saForeignLanguage
g n i v o r p m i n i e l o r a s y a l
p Indonesian people’ s knowledge and informaiton.
e m o c e b h s il g n
E s a medium to receive and absorb globa linformaiton .Besides ,
h s il g n
E h s elp Indonesian people to be able to communicate wtih people from
e ir t n u o c r e h t
o s.
l o o h c s y n a m , h s il g n E f o e c n a tr o p m i e h t g n ir e d i s n o
C s inI ndonesiaexpec t
t n e d u t s e h
t s to be able to use Engilsh well .In Junio rHigh School ,Engilsh ha s
h t n e v e s e h t n i e c n i s t h g u a t n e e
b grade. Basedont hecur irculumKTSP( Kurikulum d
i d n e P n a u t a S t a k g n i
T ikan), t herearefourl anguage skillst ha thavebeen t augh t ,
g n i d a e r , g n i n e t s il , g n i k a e p s e r a y e h T . l o o h c S h g i H r o i n u J n
i andw iritng .
Oneoft hef ourl anguageskills which should beacquried in t hel anguage
s s e c o r p g n i n r a e
a t n o c n i r e d a e r e h t g n it t u
p c tand communicaitonwtih i deas . tI mean sthatr eading
e c a l
p s the reade rin contac twtih the ideas ,so tha tthe idea scould be wel l
. d e y e v n o
c In orde r to make the idea s wel l conveyed , the reade r should
t x e t e h t d n e h e r p m o
c well .Fu trhermore , tican be said t hat reading i s t heproces s
n o it c a r e t n i f
o betweent her eade randt het ext .
r , n o it i d d a n
I eading i simpo tran tto be acqu ried because there are many
n i a t b o n a c s t n e d u t s t a h t s e g a t n a v d
a . Miller (1972 : 2) states tha treading i sa
e l b a r u d d n a e l b i x e lf a e b o t s d e e n , h c u s s a , d n a , ll i k s n o it a c i n u m m o c l a t n e m a d n u f
o o
t l which can serve many purposes . I t mean s reading i s the basic
s a h o s l a t I . s e s o p r u p y n a m s a h h c i h w l li k s n o it a c i n u m m o
c many advantages . tI
s y a l
p arolei n communicaiton a samean so fw irtten communicaiton i n theform
r e p a p s w e n f
o s m , agazines ,textbooks ,and others .Through reading student scan
e g d e l w o n k r i e h t h c ir n
e and also expeirence pleasure .Moreover ,reading gives
r p m i o t tr a t s d a e h a s t n e d u t
s ovet heril anguageskill ,since ti teachest hestudent s
. e r u t c u rt s e c n e t n e s d n a r a m m a r g r e p o r p
k a t n u j n a m i S o t g n i d r o c c a , e li h w n a e
M (1988 :5)t hef ris tpointt obemade
o b
a u tthe reading proces si sreading comprehension .Therefore ,knowledge i s
r o f t n e m e l e c i s a b e h t s i t i e s u a c e b n o i s n e h e r p m o c g n i d a e r n i d e d e e n
. n o i s n e h e r p m o
c Theknowledge can be used t o relatet henew i nformaiton from
o n k y d a e rl a e w t a h w o t t x e t g n i d a e r e h
t w .
o t d e e n s t n e d u t s , e g a s s a p g n i d a e r e h t d n e h e r p m o c o t e l b a e b o t r e d r o n I
. e g d e l w o n k y r a l u b a c o v e v a
i w s d r o w y n a m f o d n a m m o
c l lmakeaperson bette rwrtier ,speaker , ilstener ,and
. e g a u g n a l a n i n o it a d n u o f a s a e l o r g i b a s y a l p y r a l u b a c o v t a h t s u o i v b o s i tI . r e d a e r g n i d a e r n i y lr a l u c it r a
P ,vocabulary si the basic component . Students cannot i w o n k t u o h ti w d a e r y e h t t a h w d n a t s r e d n
u ng wha tthe word smean .Vocabulary
e g d e l w o n
k isi mpo trantf orr eadingcomprehension ,becausei tcandeterminehow
d n e h e r p m o c s t n e d u t s ll e
w thet extt heyr ead .
s i h t , n o i s n e h e r p m o c g n i d a e r n i y r a l u b a c o v f o e c n a tr o p m i e h t g n ir e d i s n o C il i c a f o t d e m i a s i y d u t
s tate the student sto learn vocabulary to suppor tthei r
, c if i c e p s e r o m y d u t s s i h t e k a m o T . n o i s n e h e r p m o c g n i d a e
r the mate iral sare
s t n e d u t s e d a r g h t n e v e s r o f n o s s e l g n i d a e r r o f s l a ir e t a m y r a t n e m e l p p u s s a d e n g i s e d f
o SMPN3Wonosari .Thewrtierf ocuse sont hes eventhgrades tudent so fSMPN 3 Wonosari because based on the wrtier’ s observaiton and the informaiton
s u a c e b e g d e l w o n k y r a l u b a c o v r i e h t e v o r p m i t o n n a c s t n e d u t s e h t d e r e h t a
g et herei s
e m it r a l u c it r a p o
n and acitvtiy to l earn vocabulary ,even in reading l esson .Tha t
y r a l u b a c o v e s u a c e b d e n e p p a h e s a
c i sno tthe main focu so fthe language skill s
e r a h c i h
w taugh tin schoo.l A sa resutl ,the student sstli lhave dfi ifculite sin
n o s s e l g n i d a e
r s .They cannotunderstand t hereading passages wel lbecause t hey
it
s l lhavedfiifcu tlyi n ifgu irngoutt hemeaningoft hewords .
y r a t n e m e l p p u s f o t e s a n g i s e d o t d e t c u d n o c s i y d u t s s i h t , e r o f e r e h T s t n e d u t s e d a r g h t n e v e s r o f n o i s n e h e r p m o c g n i d a e r tr o p p u s o t s e s i c r e x e y r a l u b a c o v f
. s e s i c r e x e
.
B ResearchProblems
: s w o ll o f s a d e t a l u m r o f e r a y e h t , y d u t s s i h t n i s m e l b o r p o w t e r a e r e h T
.
1 How i sthe se to fsupplementary vocabulary exercise sto suppor treading
r o f n o i s n e h e r p m o
c et h seventh grade student s o f SMP N 3 Wonosa ir ?
d e n g i s e d
.
2 Wha tdoe st he se tof supplementary vocabulary exercisest o suppor treading
r o f n o i s n e h e r p m o
c the seventh grade student so fSMP N 3 Wonosari look e
k il ?
.
C ProblemLimtia iton r e ti r w e h t , y d u t s s i h t n
I focuse s on designing the se to f supplementary
t e s e h T . n o i s n e h e r p m o c g n i d a e r g n it r o p p u s r o f d e s u s i h c i h w s e s i c r e x e y r a l u b a c o v
y r a t n e m e l p p u s f
o vocabulary mateiralsi sdesigned f ort heseventh gradestudent s
f
o SMP N 3 Wonosari .I tconsist sfou rtopic swhich are arranged based on the d
e r r e f e r d n a y e v r u s s d e e
n to the curirculum , Kurikulum Tingka t Satuan Pendidikan( KTSP) .
.
D Research Objecitves d e d n e t n i s i y d u t s s i h
T toanswe rquesiton sstatedin t he research problems .
s e v it c e j b o e h
n o i s n e h e r p m o
c fort heseventhgrades tudent so fSMPN3Wonosar.i .
2 To presen ta se to fsupplementary vocabulary exercises to suppor treading
r o f n o i s n e h e r p m o
c et h seventhgrades tudent so fSMPN3Wonosar.i
.
E ResearchBeneftis
r o f s ti f e n e b s g n ir b y d u t s s i h
T thepeoplewhoaremenitonedbelow :
.
1 TheStudent s
l o t e c r u o s e v it a n r e tl a n a e v i g o t d e d n e t n i e r a s l a ir e t a m d e n g i s e d e h
T earn
m o c g n i d a e r ’ s t n e d u t s t r o p p u s o t y r a l u b a c o
v prehension .Besides ,i ti sexpected
t a h
t thesupplementary mateiral sareable t o atrtac tstudents’ i nterest i n l earning
g n i n r a e l f o s e p y t s u o ir a v e d i v o r p s l a ir e t a m d e n g i s e d e h t e c n i s y r a l u b a c o v . y r a l u b a c o v .
2 TheEngilshTeachers
g n i h c a e t n i s r e h c a e t h s il g n E e h t p l e h o t d e s o p o r p e r a s l a ir e t a m d e n g i s e d e h T t i , s e d i s e B . s e u q i n h c e t t n e r e f fi d h ti w y r a l u b a c o
v i sexpected tha tthe designed
v it a e r c d e n g i s e d l a ir e t a m p o l e v e d o t s r e h c a e t e h t e ri p s n i o t e l b a e r a s l a ir e t a
m e ly .
.
3 Othe rEngilshLanguageResearcher s
y d u t s s i h
T i sexpected to moitvate and insprie the othe rresearcher sto
n a c t i , e r o f e r e h T . y r a l u b a c o v g n i n r a e l d n a g n i h c a e t o t d e t a l e r h c r a e s e r t c u d n o c t n e m e l p p u s f o t e s a g n i n g i s e d t u o b a n o it p ir c s e d a m e h t e d i v o r
p ary vocabulary
e h t r o f n o i s n e h e r p m o c g n i d a e r tr o p p u s o t s e s i c r e x
s m r e t e m o s e n if e d o t e k il d l u o w r e ti r w e h t , r e r a e l c y d u t s s i h t e k a m o T
h c i h
w arerelatedt ot hiss tudy.
.
1 Vocabulary
Vocabulary knowledge involve s knowing the meanings o f words .
fl e s ti e g a u g n a l e h t r o f t n a tr o p m i s i y r a l u b a c o v , r e v o e r o
M . Harmer (1991 : 31 ) 5
s e t a t
s tha t“i flanguage srtucture smake up the skeleton o flanguage ,then i ti s
v o r p t a h t y r a l u b a c o
v ide sthe vtia lorgan sand lfesh” .In thi sstudy ,vocabulary
h c i h w h s il g n E n i s d r o w e h t ll a o t s r e f e
r are used t o communicate in spoken and
n e tt ir
w form .In addiiton ,vocabulary i san impo tran telemen tto suppor tthe
. g n i k a e p s d n a , g n i n e t s il , g n it ir w , g n i d a e r n i h s il g n E g n i n r a e l f o s s e c o r p
.
2 SupplementaryMateirals
s l a ir e t a m y r a t n e m e l p p u
S canbedeifneda s“extraworksheets ,games ,book s
t a h t c t
e a teache r use s fo r teaching mateiral s in addiiton to a core text”
(h ttp://wwwt.ef.lnetr/e/fglossary.htm) .Int hiss tudy ,supplementarymateiralsr efe r
o
t theexrtamateiralwhichi sused toaddands uppo tr themainmateiral .
.
3 ReadingComprehension
k a t n u j n a m i S o t g n i d r o c c
A (1988 :3 r ,) eading i saproces so fputitngr eaders
d i h ti w n o it a c i n u m m o c d n a t c a t n o c n
i eas .The impo trance o freading is that ,
” d lr o w e h t f o e g d e l w o n k l a r e n e g r u o g n i d n e t x e f o e l o r r e d i w e h t s e v r e s g n i d a e r “
2 9 9 1 , e c a ll a W
( :7 .) In t hi sstudy ,reading comprehension mean sstudents ’abiilty
e g a s s a p g n i d a e r d n e h e r p m o c o
P M
S stand s fo r Sekolah Menengah Pertama (Junio r High School) . l
a n o i s a N n a k i d i d n e P n a i r t n e m e
K states t hat SMP si the basic educaiton in t
a c u d e l a m r o f s ’ a i s e n o d n
I ion atfe rthe student sgraduate from the elementary
. l o o h c
s SMPN3Wonosariisl ocatedinJ . l BaronKm.6Wonosari ,GunungKidul , a
t r a k a y g o
Y .The seventh grade student sare those who are in the fris tyear .
y ll a r e n e
G ,t heyareabou t13- 41 year sold .
8
I
I
R
E
T
P
A
H
C
W
E
I
V
E
R
O
F
R
E
L
A
T
E
D
L
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h
T i schapte rpresent sadiscussiononr elatedl tierature .Thi schapte ri sdivided
o w t o t n
i pa trs .Thefristi st heoreitca ldesc irpiton.I tconsist soft heo ire sandde ifniiton
. s m r e t d e t a l e r f
o The second pa tr i stheoreitca lframework .I tcontain sa t heoreitca l
. s n o it s e u q h c r a e s e r e h t r e w s n a o t d e s u e m a r f
.
A Theore itca lDescrip iton
f o s t s i s n o c t r a p s i h
T twomajorpoint stobediscussed .Theyare i nsrtucitona l
. y r a l u b a c o v g n i n r a e l g n i h c a e t d n a s l e d o m n g i s e d l a ir e t a m
.
1 Instruc itona lDesignModels
h c a e f o s g n i h t t n a tr o p m i e h T . s l e d o m n g i s e d l a n o it c u rt s n i y n a m e r a e r e h T
g n it a u l a v e d n a g n it n e m e l p m i , g n i n g i s e d , g n i p o l e v e d , g n i z y l a n a e r a e r e h t s i s l e d o m
i t s o m l
a neverymodel .sI nt hi sstudy,t herearet wo modelst obediscussed .Theyare
s l e d o m n g i s e d l a n o it c u rt s n i e s o h T . l e d o m n g i s e d l a n o it c u rt s n i s ’ n e d l a Y d n a s ’ p m e K
: s w o ll o f s a d e s s u c s i d e r a
.
a Kemp’ sModel
p m e
K (1977 )states tha tthere are three quesiton sshould be considered a s
l a n o it c u rt s n i g n i k a m n i s t n e m e l e l a it n e s s
e design ,namely “wha tmus tbe learned?”
it c e j b O
) s e c r u o s e R d n a s e it i v it c A ( ” l e v e l g n i n r a e
l , “how do we evaluate the learning
) n o it a u l a v E ( ” ? s s e c o r
p .
r e h t ,s n o it s e u q e h t r e w s n a o t r e d r o n
I eareeigh tstepst ha tmus tbeconsidered
: s w o ll o f s a e r a s p e t s e h T . s s e c o r p n g i s e d e h t n i )
1 De ifningGoals ,Topics ,andGenera lpurposes
m e t s y s l o o h c s e h t f o s l a o g d a o r b e h t f o n o it i n g o c e r e h t h ti w s n i g e b p e t s s i h T . n o it u ti t s n i r
o The i denitifcaiton of t he goa lcan be de irved from society ,social ,and
. s a e r a t c e j b u
s A tfe rrecognizing t he goal ,s t he designe rshould ilst t he major t opic
l a r e n e g , s d r a w r e tf A . n g i s e d l a n o it c u rt s n i e h t r o f s i s a b e h t e m o c e b d l u o w h c i h w d e t s il e r a s e s o p r u
p ineacht opic .
)
2 IdentfiyingLearners ’Characteris itc
d n a , s d e e n , s e it il i b a p a c ’ s r e n r a e l t u o b a n o it a m r o f n i n i a t b o o t t n a tr o p m i s i t I .l a ir e t a m l a n o it c u rt s n i e h t t c u rt s n o c o t r e n g i s e d e h t t c e f f a n a c t i e c n i s , t s e r e t n
i There
r e n r a e l g n i y fi t n e d i n i d e r e d i s n o c e b d l u o h s s t n i o p o w t e r
a s ’characte irsitc .They are
, s t n e d u t s f o r e b m u n e d u l c n i s r o t c a f c i m e d a c A . s r o t c a f l a i c o s d n a s r o t c a f c i m e d a c a , e li h w n a e M . c t e , g n i y d u t s r o f n o it a v it o m , e c n e g il l e t n i f o l e v e l , d n u o r g k c a b c i m e d a c a it a l e r , s t n e l a t l a i c e p s , y ti r u t a m , e g a e d u l c n i s r o t c a f l a i c o
s on among students ,
. c t e n o it a u ti s c i m o n o c e o i c o s )
3 SpecfiyingLearningObjec itves
s e ri u q e r h c i h w n o it c u rt s n i f o e m o c t u o e h t s i g n i n r a e l p m e K o t g n i d r o c c A s e it i v it c a f o s m r e t n i d e t a t s e b t s u m e v it c e j b o l l a , s u h T . s r e n r a e l e h t y b t r o f f e e v it c a t s e b l li w t a h
. ti d e h s il p m o c c a e v a h e w r e h t e h w d n a h c a e t o t t n a w e w t a h t s i t i t a h w w o n k , s t n e m e n if e r s e ri u q e r t a h t y ti v it c a l a t n e m p o l e v e d a s i s e v it c e j b o g n it ir w , r e v e w o H h t s a n o it i d d a d n a , s e g n a h
c ewrtie rdevelopss ubsequen tplannings teps .
)
4 Lis itngandOrganizingSubjec tContent
, e r o m r e h tr u F . t n e t n o c t c e j b u s e s ir p m o c d l u o h s s e c n e ir e p x e g n i n r a e l ’ s t n e d u t S o t g n i d r o c c A . s d e e n s ’t n e d u t s e h t d n a s e v it c e j b o e h t o t d e t a l e r e b d l u o h s t n e t n o c e h t 9 1 ( p m e
K 7 7:44 ,)s ubjec tcontenti ncludest hes elecitonandorganizingoft hes peci ifc
p e t s ( s ll i k s , ) n o it a m r o f n i d n a s t c a f ( e g d e l w o n
k - yb -step procedures ,condiitons ,and
.s c i p o t y n a f o s r o t c a f l a n i d u ti tt a d n a , ) s t n e m e ri u q e r )
5 DevelopingPre-Assessmen t
, y ll a c i s a
B ep -r assessment i sused t omeasure t he studen’t scompetence of t he
. c i p o
t There are two kind assessments ,namely prerequistie tesitng and pretesitng .
d e s u s i g n it s e t e ti s i u q e r e r
P todeterminet hestuden’t sbackgroundoft het opic .Whlie ,
d e s u s i g n it s e t e r
p toknowwhichoft heobjecitvess tudent sarleadyachieved .
)
6 Selecti ngTeaching/LearningAc itvi ite sandResources .
o t r e d r o n
I accompilsh the objecitves ,the designe rshould decide the mos t
s d o h t e m e v it c e f f e d n a t n e i c if f
e .Thenselec tmate iralst oprovidel earningexpe irence s
)
7 Coordina itngSuppor tService
n a tr o p m i e r a s e c i v r e s t r o p p u s e h
T t to implemen tthe design p s .lan They
t s i s n o
c o ffunds ,faci ilites ,equipment ,and personne lwhose itme mus tbe scheduled
e h t t a d e r e d i s n o c e b t s u m e c i v r e s t r o p p u S . n a l p l a n o it c u rt s n i e h t n i s t n a p i c it r a p r o f
d n a e d a m g n i e b e r a s n a l p l a n o it c u rt s n i e m it e m a
s mate irals ,being selected .In
r e h t o h ti w m a r g o r p d e n n a l p e h t g n it a n i d r o o c o t n e v i g e b t s u m n o it a r e d i s n o c , n o it i d d a
. n o it u ti t s n i e h t f o s t c e p s a l a n o it a r e p o
)
8 Evaluati on
f o p e t s t s a l e h
T Kemp’s i nsrtucitona lmodeli sevaluaiton.I taims to measure
n r a e l e h
t ingoutcomes relatedt ot heobjecitves. Beside ,si tcanbeusedt omeasurethe
u rt s n
i citonal mate irals . There are two types o fevaluaiton ,namely formaitve and
. n o it a u l a v e e v it a m m u
s The procedure o fformaitve i stesitng and revision .I ttake s
g n ir u d e c a l
p developmen tand rtyouts . tIi suseful f o rdetermininganyweaknesses i n
n
a insrtucitona lplan .Meanwhlie ,summaitveevaluaitoni sconcernedwtihevaluaitng
. s e v it c e j b o e h t f o t n e m e v e i h c a l a n if ’ s t n e d u t s f o e e r g e d e h t
n o it a n a l p x e r a e l c a e v i g o t r e d r o n
I abou tthe steps ,the presentaiton o f
d e t n e s e r p s i l e d o m l a n o it c u rt s n I s ’ p m e
) 7 : 7 7 9 1 ( l e d o M n g i s e D l a n o it c u r t s n I s ’ p m e K 1 . 2 e r u g i F
.
b Yalden’ sModel
. l e d o m s ’ n e d l a Y s i d e s u r e ti r w e h t t a h t l e d o m d n o c e s e h
T Yaldenpresents t he
. n g i s e d s u b a ll y s e v it a c i n u m m o c f o e s
u There aresevensteps i nof l anguage program
s o p o r p t n e m p o l e v e
d edbyYalden .Thes tep sare ilstedasf ollows .
)
1 Needss urvey
a e l e h t w o n k o t d e d e e n s i y e v r u s
A rners ’needsi nl anguagelearning .Fu trher ,
s e t a t s n e d l a
Y tha tconducitng need ssurveycanobtaina smuchas i nformaiton abou t
s r e n r a e l e h
t (1987 : 101) . I t include s the idenit ifcaiton o f the communicaiton ,s
l a o
G topic,s d n
a genera l s e s o p r u p
r e n r a e L
c it s ir e t c a r a h c
g n i n r a e L
e j b o citve
t c e j b u S
t n e t n o c
e r P
t n e m s s e s s A t
r o p p u S
s e c i v r e S
/ g n i h c a e T
g n i n r a e L
,s e it i v it c A
s e c r u o s e R
n o it a u l a v E
l a c i s y h p d n a , c it s ir e t c a r a h c t n a v e l e r , n o it a v it o m , s d e e n l a n o s r e p , t n e m e ri u q e r .s r e n r a e l e h t f o e c r u o s e r )
2 Descrip itono fpurpose
s d e e n e h t g n i h s i n if r e tf
A survey, t he designe rshould de ifne t he desc irpiton o f
e s o p r u
p . tIisi ntendedt oclarfiyt hepurposeoft hel anguageprogram basedonneed s
s i s y l a n
a .
)
3 Selec itono fdevelopments yllabust ype
e h t , p e t s s i h t n
I designe rwli lchooseo rselectt he syllabus t ypet o be appiled
s ’ r e n r a e l e h t r e d i s n o c d l u o h s s u b a ll y s f o e p y t e h t f o n o it c e l e s e h T . m a r g o r p e h t n i . s r e t c a r a h c d n a d e e n )
4 Producitono faprotos yllabus
n e t n o c e h t s e if i c e p s r e n g i s e d s u b a ll y s e h t , p e t s s i h t n
I tde irved from the
.s r e n r a e l e h t f o e s o p r u p )
5 Producitono fapedagogicals tatus
e g a u g n a l e h t f o t n e t n o c e h t t n e m e l p m i o t n a l p a s t n e s e r p e r s u b a ll y s l a c i g o g a d e P f o m r o f e h t n i s u b a ll y s e h t e z il a e r d l u o h s r e n g i s e d m a r g o r p e h t , p e t s s i h t n I . g n i h c a e t g n i h c a e
t -learningmateira landt esitngapproach.
)
6 Developmen tandi mplementa itono fclassroomprocedure
o t n i ti s p o l e v e d d n a s e it i v it c a g n i n r a e l e h t s e z i n a g r o r e n g i s e d e h t , p e t s s i h t n I . s l a ir e t a m g n i h c a e
t There are threei mpo tran tpoint i n t hi sstep ,namely selection t he
)
7 Evalua iton
t I . m a r g o r p e g a u g n a l e h t n i s t n e n o p m o c l l a e t a u l a v e o t e n o d s i p e t s s i h T h t d n a , m a r g o r p l a n o it c u rt s n i e h t , s t n e d u t s e h t s e d u l c n
i e teaching .I talso contain s
f o s e c n a m r o f r e p l a n if e h t d n a t e s s l a o g e h t n e e w t e b t if o t d e s u s i h c i h w p e t s g n il c y c e r .s r e n r a e l e h t s p e t s t h g i e e h
T o fYalden’ smodelcanbes eenhowt heyarer elatedi nt he ifgure2 .2.
e r u g i
F 2.2Yalden’sI nstruc itona lModel
.
2 Vocabulary
y r a l u b a c o v , y d u t s s i h t n
I i sde ifneda sallt heEngilshwords .A stii sstatedi n
s i tI . e g a u g n a l a f o t n e m e l e t n a tr o p m i t s o m e h t s i y r a l u b a c o v , n o it c e s s u o i v e r p e h t l e k s e h t p u e k a m s e r u t c u rt s e g a u g n a l f i “ , ) 1 9 9 1 ( r e m r a H y b d e tr o p p u
s eton o f
, r e v o e r o M . ” h s e lf d n a s n a g r o l a ti v e h t s e d i v o r p t a h t y r a l u b a c o v s i ti n e h t , e g a u g n a l o t g n i d r o c c
a Stah l&Nagy( 2006) ,apersonwhoknow smoreword sha sbette rablitiy
. d lr o w e h t t u o b a y l e s i c e r p e r o m d n a , g n i k n i h t , g n i k a e p s n i r e m r a H o t g n i d r o c c
A (1991:156- 815 ) ,there are fou raspect sin vocabulary
.s w o ll o f s a d e t s il e r a y e h T . w o n k o t d e e n s t n e d u t s t a h t n o it a u l a v E t n e m p o l e v e D d n a n o it a t n e m e l p m i m o o r s s a l c f o e r u d e c o r p n o it c u d o r P f o pedagogica l
)
1 Meaning
, e l p m a x e r o F . g n i n a e m e n o n a h t e r o m e v a h s d r o w , y r a l u b a c o v h s il g n E n I k o o b d r o w e h t , y r a n o it c i D s ’ r e n r a e L d e c n a v d A e g d ir b m a C o t g n i d r o c c
a referst oas e t
e r o m t h g i e e r a e r e h t , e li h w n a e M . r e v o c a e d i s n i r e h t e g o t d e n e t s a f s e g a p d e t n ir p f o d n i k e h t s n a e m s e m it e m o s k o o b d r o w e h T . y r a n o it c i d e m a s e h t n i s k o o b f o s g n i n a e m .s g n i h t r e h t o f o r e b m u n a n a e m o s l a n a c t i t u b , m o r f d a e r u o y g n i h t f o e h
T re areotherf act sabou tmeaning t oo .Someitmes ,word shave meaning i n
g n i n a e m e h t d n a t s r e d n u e w , e l p m a x e r o F . s d r o w r e h t o o t n o it a l e
r o fa word ilke
( s e ti s o p p o e v a h s d r o W . ’ d a b ‘ e k il d r o w a f o t x e t n o c e h t n i ’ d o o g
‘ antonyms )andt hey
a e m r a li m i s e v a h o s l
a ning (synonyms) .Therefore ,student sneed to know abou t
. s n o it a l e r e s n e s t u o b a w o n k o t d e e n y e h t d n a t x e t n o c n i g n i n a e m )
2 WordUse
. d e s u s i ti w o h y b d e ti m il r o d e h c t e rt s , d e g n a h c e b n a c d r o w a f o g n i n a e m e h T c ir o h p a t e m e z i n g o c e r o t d e e n s t n e d u t s , e r o f e r e h
T a llanguage use and they need to
l a c i p o rt d n a c it s il y t s t a h w d n a t s r e d n u o t d e e n o s l a y e h T . e t a c o ll o c s d r o w w o h w o n k . n i r u c c o n o i s s e r p x e d n a s d r o w s t x e t n o c )
3 WordForma iton
. n o it a m r o f d r o w t u o b a w o n k o t d e e n s t n e d u t s s t n i o p t n a tr o p m i e m o s e r a e r e h T r o f d r o
W maitoni nclude spa tr so fspeech ,pre ifxe sand suf ifxes ,andalso spelilngand
)
4 WordGrammar
a c it a m m a r g r i e h t o t g n i d r o c c a e g n a h c n a c s d r o
W lmeaning ,so the use o f
d r o w g n i w o n K . s n r e tt a p l a c it a m m a r g e m o s f o e s u e h t r e g g ir t n a c s d r o w n i a tr e c . b r e v d a r o , e v it c e j d a , b r e v , n u o n e r a s d r o w e h t r e h t e h w g n i w o n k s n a e m r a m m a r g .
3 TeachingVocabulary
t a h w r e d i s n o c o t d e e n e w y r a l u b a c o v g n i n r a e l g n i h c a e t n
I kindof l earning i s
s e t a t s ) 2 0 0 2 ( n o it a N . d e ri u q e
r tha tthere are two dis itncitons in learning a word ,
d r o w a e z i n g o c e r o t e l b a g n i e b s e v l o v n i e v it p e c e R . g n i n r a e l e v it c u d o r p d n a e v it p e c e r . t e m s i ti n e h w g n i n a e m s ti l l a c e r d n
a Meanwhlie ,producitve l earningi nvolve swha t
t
i i sneede d forr ecepitve l earningplu sablitiy t ospeak o rwrtie . Futrhermore,t here
e r a y e h T . y r a l u b a c o v g n i h c a e t n i d e r e d i s n o c e b d l u o h s s t n i o p t n a tr o p m i e e r h t e r a e r a y e h T . s k s a t d n a , s e u q i n h c e t ,s e l p i c n ir
p menitonedasf o llows .
.
a Principlesi nTeachingVocabulary
Accordingt oNunan( 2003:135) ,oneoft hedfi ifculitesi nplanningvocabulary
s tr a p l a it n e s s e r e h t o m l e h w r e v o t o n s e o d t i t a h t e r u s g n i k a m s i e s r u o c a f o t n e n o p m o c . e s r u o c e h t f
o Therefore ,thereshouldbesomep irnciplefort eachingvocabulary .The
e r a y r a l u b a c o v g n i h c a e t f o s e l p i c n ir
p ilstedbelow :
)
1 Focu sont hemos tusefu lvocabulary ifrs.t
t a h t s d r o w f o p u o r g f o s d n i k o w t e r a e r e h t , y r a l u b a c o v h s il g n E g n i n r a e l n I d n a s d r o w y c n e u q e r f w o l e r a y e h T . w o n k o t d e e n s r e n r a e
l high frequency word .s
l a o g e h t n o s d n e p e d y r a l u b a c o v l u f e s u t s o m e h
T of t he l earners .I talso depend son
e h
)
2 Focu sont hevocabularyi nt hemos tappropriateway.
g n i h c a e t n
I vocabulary,t eacher sneedt o use t he mos tapprop iratewaybased on
. s d e e n d n a , s l a o g , l e v e l ri e h
t According t oNunan ( 2003:138) ,whatt eacher sneed t o
y e h t y a w e h t m o r f s d r o w y c n e u q e r f h g i h t a e rt y e h t y a w e h t h s i u g n it s i d y lr a e l c o t o d . s d r o w y c n e u q e r f w o l t a e rt )
3 Give a tten iton to the high frequency words acros sthe four strand so fa
. e s r u o c n i d e s u e b d l u o h s t i , s d r o w y c n e u q e r f h g i h e h t h c a e t s r e h c a e t n e h W n o d e s a B . g n it ir w d n a , g n i d a e r , g n i k a e p s , g n i n e t s il n i s e g a s s e m g n it a c i n u m m o c : 3 0 0 2 ( n a n u
N 139) ,i ti sbecause high frequency vocabulary should be lfuenlty
. e s u e v it c u d o r p d n a e v it p e c e r r o f e l b i s s e c c a )
4 Encouragel earnerst ore lfec tonandt akeresponsiblitiyf orl earning .
s i s e l p i c n ir p e s o h t f o g n i h t t n a tr o p m i t s o m e h
T tha tlearner sneed t o reailze t ha t
( g n i n r a e l n w o r i e h t r o f e l b i s n o p s e r e b t s u m y e h
t Nunan ,2003) .Vocabularyl earning
o t tr o p p u s d n a t u p n i l u f e s u e d i v o r p n a c s r e h c a e t h g u o h tl A . k s a t g n i u n it n o c e g r a l a s i y r r a c d n a n r a e l o t e v a h o h w s r e n r a e l e h t y l e t a m it l u s i ti , s i h t h ti w l a e d s r e n r a e l p l e h . g n i n r a e l n o .
b Techniquesi nTeachingVocabulary
r e m r a H o t g n i d r o c c
A (1991 :161-162 ,) t here are some t echniques which can
e r a y e h T . y r a l u b a c o v g n i h c a e t n i d e s u e
)
1 Reaila
e k il s d r o W . m o o r s s a l c n i s g n i h t e h t g n ir b o t s i s d r o w g n it n e s e r p f o y a w e n O c c t e , ’ n e p ‘ ,’ r e l u r ‘ ,’ d r a c t s o p
‘ anobviouslybepresentedi nt hi sway .
)
2 Picture s
. s i ,r e v e w o h , r a c a g n i g n ir B . m e l b o r p a t o n s i s s a l c e h t o t n i n e p a g n i g n ir B f o g n i n a e m e h t n i a l p x e o t d e s u e b n a c s e r u t c i P . s e r u t c i p f o e s u e h t s i n o it u l o s e n O .s m e ti y r a l u b a c o v )
3 Mime ,ac iton ,andgestures
r e h ti e r a m m a r g d n a s d r o w f o g n i n a e m e h t n i a l p x e o t e l b i s s o p m i n e tf o s i t I s t p e c n o C . e m i m y b d e n i a l p x e r e tt e b y l b a b o r p e r a s n o it c A . s e r u t c i p r o a il a e r h g u o r h t . y a w s i h t t n e s e r p o t y s a e e r a g n i k l a w r o g n i n n u r e k il )
4 Contras t
f o e s u a c e b t s i x e s d r o
W thei rsense relaitons ,and i tcan be used to teach
t i g n it s a rt n o c c y b ’ y t p m e ‘ f o g n i n a e m e h t t n e s e r p n a c e w , e l p m a x e r o F . g n i n a e m ’t o h ‘ h ti w t i g n it s a rt n o c y b ’ d l o c ‘ ,’ ll u f ‘ h ti
w ,or‘ big ’byconrtasitngi twtih‘ smal’l .
)
5 Enumera iton
s i n o it a l e r e s n e s r e h t o n
A general and speciifc words .Teache rcan use t his t o
. g n i n a e m t n e s e r
p Fo rexample ,wecan say‘ clothes ’andexplain t hi sby enumeraitng
)
6 Explanaiton
t a y ll a i c e p s e t l u c if fi d e b n a c s e m it e m o s y r a l u b a c o v f o g n i n a e m e h t g n i n i a l p x E r o r e n n i g e
b elementary level . Therefore ,explaining the meaning o fa word mus t
. t n a v e l e r e r a h c i h w e s u d r o w f o s t c a f y n a g n i n i a l p x e e d u l c n i )
7 Transla iton
e r p o t y a w y s a e d n a k c i u q a e b n a c n o it a l s n a r
T sentt he meaningoft he word s
. m e l b o r p t u o h ti w t o n s i t i t u
b I tmay make i ta bi ttoo easy fo rstudent sby
. s d r o w e h t h ti w g n it c a r e t n i m r o f m e h t g n i g a r u o c s i d .
c PossibleTaski nTeachingVocabulary
n o i s i c e d y l e m a n , y r a l u b a c o v g n i h c a e t n i k s a t e l b i s s o p f o s d n i k o w t e r a e r e h T 2 0 0 2 ( y r u b n r o h T . k s a t e v it c u d o r p d n a k s a t g n i k a
m : 49 )desc irbes t hese t wo t ask sa s
e v a h s m r e t r e tt a l e s e h t h t o b e c n i s s e it i v it c a e c it c a r p n a h t r e h t a r ,s e it i v it c a n o it a r g e t n i . g n i h c a e t e g a u g n a l o t h c a o r p p a , e v it i n g o c s s e l ,l a c i n a h c e m e r o m h ti w n o it a i c o s s a )
1 Decisionmakingt ask
e r a k s a t g n i k a m n o i s i c e d e h
T p irncipally recepitve .I tmean slearner smake
s r e n r a e l h c i h w n i k s a T . m e h t e c u d o r p y li r a s s e c e n t o n o d t u b , s d r o w t u o b a s t n e m g d u j : s e p y t g n i w o ll o f o t n i d e d i v i d e b n a c s d r o w t u o b a s n o i s i c e d e k a m
x Identfiying
x Selecitng
x Matching
x Rankingands equencing
)
2 Producitvet ask
d e i d u t s y l w e n e h t e t a r o p r o c n i o t d e ri u q e r e r a s r e n r a e l e h t s n a e m k s a t e v it c u d o r P m o s o t n i s d r o
w e kind o fspeakingand w iritng acitvtiy .I tcan be classi ifed i nto t wo
: s e p y t n i a m
x Compleiton– ofs entence sandt exts
x Creaiton– ofs entenceandt ext s
.
B Theore itca lFramework
n o it p ir c s e d l a c it e r o e h t e h
T give su san overview abou tinsrtucitona ldesign
t I . y r a l u b a c o v d n
a i susedast hebasicofdesigningas e tofs upplementaryvocabulary
n o i s n e h e r p m o c g n i d a e r tr o p p u s o t s e s i c r e x
e .
t g n i n g i s e d n
I he supplementary mate iral sthe wrtie rshould conside rsome
g n i d r o c c A . y r a l u b a c o v n i s t c e p s
a to Harme r (1991) , there are fou r aspect s in
, e s a c s i h t n I .r a m m a r g d r o w , n o it a m r o f d r o w , e s u d r o w , g n i n a e m y l e m a n , y r a l u b a c o v a g n i n a e m e h t n o s u c o f l li w r e ti r w e h
t nd word gramma raspects .The wrtie ralso
. s l a ir e t a m e h t g n i n g i s e d n i g n i n r a e l e v it c u d o r p d n a e v it p e c e r e h t s e n i b m o
c Besides ,
r e ti r w e h T . g n i n r a e l t s e b e t o m o r p o t r e d r o n i k s a t d n a e u q i n h c e t e m o s s e s u r e ti r w e h t g n i h c a e t n i e u q i n h c e t a s a s e r u t c i p e s u l li
w vocabulary .Moreover ,the use o f
n
I developingas e tofi nsrtucitona lmate iral,t hewrtie rcombinest woinsrtucitona l
g i s e
d n models .The framework of i nstrucitona ldesign consist so fseven steps .They
: w o ll o f s a e r a .
1 Conduc itngNeed sSurvey
a n a d e e N . l e d o M s ’ n e d l a Y m o r f d e t p a d a s i p e t s s i h
T lysisi sneededt oi dentfiy
.s d e e n d n a , t s e r e t n i , c it s ir e t c a r a h c ’ s r e n r a e
l Then, t he w irter sconduct a survey . tI i s
. w e i v r e t n i d n a e ri a n n o it s e u q h g u o r h t d e t c u d n o c .
2 Sta itngGoals ,Topic sandGenera lPurposes .
o t s i p e t s s i h t f o e s o p r u p e h T . l e d o m s ’ p m e K m o r f d e t p a d a s i p e t s s i h T e d u t s e h t n o d e s a b n g i s e d l a n o it c u rt s n i f o s l a o g e h t e n i m r e t e
d nts ’need .In order t o
. y d u t s e h t f o e s o p r u p l a r e n e g e h t s e s s e r p x e r e n g i s e d e h t ,s l a o g e h t e v e i h c a .
3 SpecfiyingObjec itves
o t e v it c e j b o e h t s e t a t s r e n g i s e d e h T . l e d o m s ’ p m e K m o r f d e t p a d a s i p e t s s i h T e v it c e j b o e h t g n i y fi c e p s o t t n a tr o p m i s i tI . d e v e i h c a e
b because i tby specfiying t he
e v a h e w r e h t e h w e n i m r e t e d d
