DESIGNING A SET OF VOCABULARY IN CONTEXTS AS SUPPLEMENTARY MATERIALS FOR READING LESSON FOR THE ELEVENTH GRADE STUDENTS OF SMAN 1 GODEAN
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
YUKI MIJAYATI Student Number: 061214097
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
i
DESIGNING A SET OF VOCABULARY IN CONTEXTS AS SUPPLEMENTARY MATERIALS FOR READING LESSON FOR THE ELEVENTH GRADE STUDENTS OF SMAN 1 GODEAN
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
YUKI MIJAYATI Student Number: 061214097
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
DEDICATION PAGE
This thesis is dedicated to: My beloved parents
Bapak Sumija & Ibu Triwiyati
and my little brother
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I wrote, 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, 20 November 2010 The Writer
ABSTRACT
Mijayati, Yuki. 2010. Designing a Set of Vocabulary in Contexts as Supplementary Materials for Reading Lesson for the Eleventh Grade Students of SMAN 1 Godean. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Vocabulary mastery is one factor needed to master English language. All language skills – writing, reading, listening, and speaking – demand vocabulary mastery of the learners. The lack of the vocabulary meaning mastery also created confusion in using the vocabulary in the right contexts. From the data gathered, it was found that there was no any specific vocabulary teaching learning session at SMAN 1 Godean, even in reading lesson. However, it is a fact that the students need vocabulary knowledge to be able to understand the reading passages. Due to that, this study aimed at designing a set of vocabulary in contexts as supplementary materials for reading lesson for the eleventh grade students of SMAN 1 Godean. This study was concerned with two research questions, which are, 1) How is the set of vocabulary in contexts as supplementary materials for Reading lesson for SMAN 1 Godean designed? and 2) What does the set of vocabulary in contexts as supplementary materials for Reading lesson for SMAN 1 Godean look like?
To conduct the study, the writer employed R & D (Research and Development) Cycle. There were five steps applied in this study. The steps were: 1) Research and Information Collecting, 2) Planning, 3) Development of the Preliminary Form of Product, 4) Preliminary Field Testing, and 5) Main Product Revision.
To answer the first question, the writer applied eight stages of instructional design model, which were adapted from Kemp’s and Yalden’s. The stages were 1) Conducting research and information collecting, 2) Identifying Goals, Topics, and General Purposes, 3) Analyzing the students characteristics, 4) Specifying the learning objectives, 5) Making list of subject contents, 6) Selecting teaching learning activities, 7) Selecting equipment, and 8) Evaluating. To answer the second question, the writer presented the set of vocabulary in contexts as supplementary materials for Reading lesson for the eleventh grade students of SMAN 1 Godean. The materials consisted of six units. Each unit consisted of three sections, namely Let’s Get Started!, Let’s Get One Step Closer!, and Let’s Do It!.
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ABSTRAK
Mijayati, Yuki. 2010. Designing a Set of Vocabulary in Contexts as Supplementary Materials for Reading Lesson for the Eleventh Grade Students of SMAN 1 Godean. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Penguasaan kosa kata adalah satu factor yang dibutuhkan untuk menguasai bahasa Inggris. Semua ketrampilan bahasa – menulis, membaca, berbicara, dan mendengarkan – membutuhkan penguasaan kosa kata dari pembelajar bahasa. Kurangnya penguasaan arti kosa kata juga menimbulkan kebingungan dalam penggunaan kosa kata pada konteks yang benar. Dari data yang didapatkan, dapat diketahui bahwa tidak ada waktu belajar-mengajar kosa kata yang khusus di SMAN 1 Godean, bahkan ketika pelajaran Reading. Meskipun demikian, nyatanya siswa membutuhkan pengetahuan kosa kata untuk dapat memahami teks-teks bacaan yang sedang mereka hadapi. Oleh karena itu, penelitian ini bertujuan untuk merancang satu set kosa kata dalam konteks sebagai materi tambahan untuk pelajaran Reading bagi siswa kelas sebelas SMAN 1 Godean. Penelitian ini difokuskan pada dua pertanyaan penelitian, yaitu 1) Bagaimana satu set kosa kata dalam konteks sebagai materi tambahan untuk pelajaran Reading bagi siswa kelas sebelas SMAN 1 Godean ini dirancang? dan 2) Seperti apakah penyajian satu set kosa kata dalam konteks sebagai materi tambahan untuk pelajaran Reading bagi siswa kelas sebelas SMAN 1 Godean tersebut?
Untuk melakukan studi ini, penulis mengimplementasikan R & D (Research and Development) Cycle. Ada lima langkah diterapkan dalam studi ini. Langkah-langkah tersebut adalah 1) Pengumpulan Penelitian dan Informasi , 2) Perencanaan, 3) Pengembangan Bentuk Awal Produk, 4) Pengujian Awal di Lapangan, dan 5) Perbaikan Utama Produk.
Untuk menjawab pertanyaan pertama, penulis menerapkan delapan tahap dari model perancangna, yang diadaptasi dari model Kemp dan Yalden. Tahap-tahap tersebut adalah 1) pengumpulan Penelitian dan Informasi, 2) menentukan tujuan, topik, dan tujuan umum, 3) menganalisa karakteristik siswa, 4) merumuskan indikator, 5) menyeleksi dan menyusun isi, 6) menyeleksi kegiatan belajar, 7) menyeleksi peralatan yang dibutuhkan, dan 8) Evaluasi. Untuk menjawab pertanyaan kedua, penulis menyajikan satu set kosa kata dalam konteks sebagai materi tambahan untuk pelajaran Reading bagi siswa kelas sebelas SMAN 1 Godean. Materi tersebut terdiri dari enam unit. Masing-masing unit terdiri dari tiga bagian, yaitu Let’s Get Started!, Let’s Get One Step Closer!, and Let’s Do It!.
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Yuki Mijayati
Nomor Mahasiswa : 061214097
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
“DESIGNING A SET OF VOCABULARY IN CONTEXTS AS SUPPLEMENTARY MATERIALS FOR READING LESSON FOR THE ELEVENTH GRADE STUDENTS OF SMAN 1 GODEAN” 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 royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta
Pada tanggal: 23 November 2010 Yang menyatakan
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ACKNOWLEDGEMENTS
First of all, I would like to express my greatest gratitude to Allah Subhanahu wa ta’ala for the love, care, grace, and blessings in my life. Allah makes everything happen at the right time.
My sincere gratitude goes to my sponsor, Caecilia Tutyandari, S.Pd., M.Pd. for her correction, guidance, suggestions, and support during my thesis accomplishment. I am deeply grateful for all lecturers of English Education Study Program for guiding and teaching me during my study in Sanata Dharma University.
I sincerely thank to JB. Gunawan, M.A., Iswardani, S.Pd., Robertus Budi Wuryanto, S.Pd., and Widuratmi, S.Pd. for their to time to evaluate my materials, guidance, and suggestions. I would also say thanks to all secretariat staff of the English Education Study Program, especially Mbak Danik and Mbak Tari. I deliver my best thanks to the eleventh grade students of IPA1, IPA2, and IPA3 of SMA 1 Godean, who had given me time and willingness to answer my questionnaires.
My deepest gratitude is addressed to my beloved parents, Bapak Sumija and Ibu Triwiyati. I thank them for their never-ending prayer, love, suggestions, patience, and support they have given to me. I also thank to my brother, Prasojo Agung, for the time we have shared together. I am grateful to the wonderful spouse, Pak Agung and Mbak Yessi, for the friendship and curhat sessions.
do and also for the tears and laughter we have shared together. I also thank to my soulmates, Lukluk and Riyas Rahma, for the wonderful and unforgettable moments we have spent together. My gratitude also goes to LTI (Language Training Institution) staff: Pak Acep, Pak Pi, Mbak Wid “mamah cha”, Mbak Dian, Mbak Ninik (for listening my crazy life stories), Mbak Fitri Suleks (for making me laugh and amused), Mbak Lisa, Mbak Zia, and Mas Adi (for sharing and objecting ideas and also for giving me wejangan at any unpredictable time). In addition, I would like to express the best honor to all teachers and staff of TK PKK 30 “Mulyorini” Argomulyo, Ibu Triwiyati, Ibu Nur Hidayati, Ibu Eka Sri, Ibu Sri Muryati, Ibu Yayan, Mbak Ponijah, and Lek Nah, for understanding me and giving me support to accomplish my thesis.
My thanks also go to Debby “Debbong” (for the friendship and sharing the thesis writing feedbacks and also bed and pillow), Mbak Christina Dewi (for the short computer course and also for the cover designs), my old friends: Mi2chyang, Yoan, Sidiq “De”, Rijaal “Mamad”, my SPD “Starfall” friends, my Play Performance “The Partner” friends, all of 2006 PBI students for the unforgettable moment during the study in Sanata Dharma University, and all the people whose names cannot be mentioned one by one here. May Allah Subhanahu wa ta’ala bless them all.
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TABLE OF CONTENTS
Page
TITLE PAGE ……… i
APPROVAL PAGES ……… ii
DEDICATION PAGE ……… iv
STATEMENT OF WORK’S ORIGINALITY ………. v
ABSTRACT ………... vi
ABSTRAK ……….. vii
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI …………. viii
ACKNOWLEDGEMENTS ………. ix
TABLE OF CONTENTS ……….. xi
LIST OF TABLES ……… xvii
LIST OF FIGURES ……….. xviii
LIST OF APPENDICES ………... xix
CHAPTER I. INTRODUCTION A. Research Background ………... 1
B. Problem Formulation ……… 4
C. Problem Limitation ………... 4
D. Research Objectives ……….. 5
E. Research Benefits ……….. 5
Page CHAPTER II. REVIEW OF RELATED LITERATURE
A.Theoretical Description ……… 8
1. Instructional Design ……….. 8
a. Yalden’s Instructional Design Model ………... 8
b. Kemp’s Instructional Design Model ………. 11
2. Vocabulary ……… 14
a. Aspect of Vocabulary Learning ……… 15
1) Form ………. 15
2) Meaning ………... 16
3) Distribution ……….. 17
b.Learning Vocabulary ……… 18
1) Approach ……….. 19
2) Method ………. 19
3) Technique ………. 19
c. Teaching Vocabulary ……… 20
1) Providing Opportunities for the Incidental Learning of Vocabulary ………... 20
2) Diagnosing which of the 3,000 Most Common Words Learners Need to Study ……… 20
xiii
Page 4) Providing Opportunities for Elaborating Word
Knowledge ………... 21
5) Providing Opportunities for Developing Fluency with Known Vocabulary ……….. 22
6) Experimenting with Guessing from Context ... 22
7) Examining Different Types of Dictionaries and Teach Students How to Use Them …………... 23
3. The Eleventh Grade Students of Senior High School 23
a. Peer Identification ………. 24
b. Self-Reorganization ……….. 24
c. External Interest and Activity ………... 25
d. Growth of Self-Regulation ………... 25
B.Theoretical Framework ……… 25
CHAPTER III. METHODOLOGY A.Research Method ……….. 30
B.Research Setting ………... 34
C.Participants of the Research ………... 35
1. Participants of Research and Information Collecting 35 2. Participants of Preliminary Field Testing ………….. 36
Page
1. Instrument for Research and Information Collecting 36
2. Instrument for Preliminary Field Testing ………….. 37
E. Data Gathering Techniques ……….. 38
F. Data Analyzing Techniques ……….. 38
1. Participants’ Needs ………... 38
2. Evaluation on the Design Materials ……….. 39
G. Research Procedures ……… 40
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION A. The Research Results ……….. 42
1. Conducting Research and Information Collecting ... 42
a. Description of the Participants ……….. 43
b. Data Presentation and Analysis ……… 44
2. Identifying Goal, Topics, and General Purposes ….. 49
3. Analyzing the Students’ Characteristics …………... 50
4. Specifying the Learning Objectives ……….. 51
5. Making List of Subject Contents ……….. 54
a. Recognizing the English Words ………... 54
b. Recognizing the Words’ Meaning and Their Uses in Sentences ……….. 54
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Page
6. Selecting Teaching Learning Activities ……… 55
7. Selecting Equipment ……….. 58
a. Personnel ………... 59
b. Facilities and Schedules ……… 59
c. Equipment ………. 59
8. Evaluating ……….. 59
a. Description of the Participants of Preliminary Field Testing ……….. 60
b. Data Presentation and Analysis ……… 61
B. Discussion ……….. 64
C. Presentation of the Final Version of the Designed Materials ………. 66
CHAPTER V. CONCLUSIONS AND SUGGESTIONS A.Conclusions ……… 69
B.Suggestions ……… 71
1. Suggestions for the English Teachers of SMAN 1 Godean ………... 71
2. Suggestions for the Eleventh Grade Students of SMAN 1 Godean ……... 72
REFERENCES ……….. 73
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LIST OF TABLES
Tables Page 3.1The description of the first group of Research and Information
Collecting participants (Blank) ………... 35 3.2The description of the second group of Research and Information
Collecting participants (Blank) ………... 36 3.3The description of the Preliminary Field Testing participants
(Blank) ……… 36
3.4The participants’ opinion on the designed materials (Blank) … 39 4.1The description of the first group of Research and Information
Collecting participants ……… 43 4.2The description of the second group of Research and Information
Collecting participants ……… 44 4.3The elaboration of Competence Standard, Basic Competence, and
Topics ………. 50
LIST OF FIGURES
Figure Page 2.1 The stages of Language Program Development according to
Yalden’s model ………. 9
xix
LIST OF APPENDICES
Page APPENDIX A: Surat Permohonan Ijin Penelitian ……….. 76
APPENDIX B: Surat Permohonan Evaluator Materi ………. 78 APPENDIX C: Questionnaires of the Research and Information
Collecting ………... 80 APPENDIX D: The Research and Information Collecting
Questionnaires Results ………... 85 APPENDIX E: Competence Standard, Basic Competence, and
Topics ……….. 92
CHAPTER I INTRODUCTION
This chapter discusses the research background, problem formulation,
problem limitation, research objectives, research benefits, and definition of terms.
A. Research Background
Vocabulary mastery is one of the important factors to master a language.
The language learners may find difficulties in their language learning process if they lack vocabulary. As we see, all of the language skills – writing, reading,
listening, and speaking – demand vocabulary mastery of the learners. We can
imagine then, how a person is able to speak when he does not know the words he
wants to deliver, and how a person can produce a printed text if he does not know
anything what to write on a piece of paper. Furthermore, because of lacking
vocabulary, a person will also find difficulties in gaining any information when
facing a reading text as well as a listening source since he cannot recognize any
word from them.
As it is defined in 7th Edition of Oxford Advanced Learner’s Dictionary
(2005), vocabulary is “all the words in a particular language”. Each word,
especially English word, can have so many different meanings. Besides, it can
also be used in so many different contexts. This situation creates confusion for
some language learners. They often cannot use words in the appropriate contexts.
As a result, they do not know what the words mean when they are used in
different contexts. This situation cannot be ignored since it can lead the
communication misunderstanding. To solve this problem, language learners
should be able to master English vocabulary and their meanings a lot so that they
will be able to recognize, understand, as well as use the vocabulary in the right
and in any contexts of use.
Considering the importance of the mastery of vocabulary in contexts, this
study aims at providing a set of vocabulary supplementary materials for English
language learners so that they will be able to gain more knowledge about vocabulary in contexts. To be more specific, the supplementary materials are
designed to supplement the Reading lesson for the eleventh grade students of
Senior High School. In this study, the writer chooses the eleventh graders of
SMAN 1 Godean as the subject of the study. The reason is because, based on the
information gathered, there is no any particular session of English class which
focuses on learning vocabulary, even after having a reading lesson. Consequently,
the students do not know how to translate the vocabulary correctly and accurately
based on its contexts. It creates a problem in comprehending the reading passages
they are reading. In addition, the materials applied by the teacher in class are from
the textbook, which mainly focus on reading passages and doing comprehension
questions. Due to that, the writer considers that the eleventh grade students of
SMAN 1 Godean need the supplementary materials that the writer designs.
Based on the theories that are applied, the writer designs the
activities focus on receptive learning, which deal with recognizing English words
in the context being discussed (by either sharing information with other students
or answering questions provided), playing with the words, as well as pronouncing
them. The next section still refers to receptive learning. The section deals with
reading passages and applying the words introduced in the first section in the
context. Lastly, the section focuses on productive learning, which the activities
mostly deal with using the words in speaking (e.g. sharing ideas or opinion about
the topic being discussed) and writing (e.g. producing sentences or making
summary about the reading passage that has been read).
The set of vocabulary in contexts as supplementary materials for Reading
lesson is in the form of Student’s and Teacher’s Book. The Student’s Book is
designed for the students containing various exercises and activities. Meanwhile,
the Teacher’s Book is specially designed for the teachers, which contains the
exact copy of the Student’s Book and the key to the exercises and activities.
Besides, the Teacher’s Book also contains guidelines for teachers so that they will
be able to apply the materials and give guidance to students easily.
In addition, the vocabulary supplementary materials are designed based on
a reading Basic Competence which is revealed in the first semester English
syllabus of the eleventh grade of SMAN 1 Godean. The Basic Competence used is
“to understand and respond meanings in monologue/ essay texts which use written
language accurately, fluently, and acceptable in the form of report, narrative, and
analytical exposition”. Then, why did the writer want to emphasize on vocabulary
its relationship to other words in a phrase or sentence – its context” (Dale &
O’Rourke, 1971: 37). Related to reading, “the vocabulary in context enables
students to determine meanings of words in reading, thus bringing meaning to the
printed page to get meaning out of it” (Dale & O’Rourke, 1971: 37). In short, the
vocabulary supplementary materials are expected to be able to help the students to
learn vocabulary in context easily, effectively, and efficiently.
B. Problem Formulation
This study is conducted to find the answers of the formulated problems that the writer has composed. They are:
1. How is the set of vocabulary in contexts as supplementary materials for
Reading lesson designed?
2. What does the set of vocabulary in contexts as supplementary materials for
Reading lesson look like?
C. Problem Limitation
In this study, the writer focuses on the set of supplementary materials
which is specified for promoting the vocabulary in contexts mastery. The set of
supplementary materials is specially designed for eleventh grade students of
SMAN 1 Godean, and based on six topics that had been discussed with the
eleventh grade English teacher. Yet, the topics are still referred to the selected
reading Basic Competence of the first semester English syllabus of eleventh grade
D. Research Objectives
This study has two objectives to elaborate as follows:
1. To describe how the set of vocabulary in contexts as supplementary materials
for Reading lesson is designed.
2. To present how the set of vocabulary in contexts as supplementary materials
for Reading lesson look like.
E. Research Benefits
This study has three benefits for three groups of people as follows: 1. The students
It is hoped that the designed supplementary materials are beneficial for the
students, as an encouragement and an alternative sources to learn more about
vocabulary and the meanings in the certain contexts.
2. The English teachers
The designed supplementary materials are hopefully able to help English
teachers in teaching vocabulary meanings in certain contexts and inspire the
teachers to develop the more creative material designs that can be applied in
their daily English teaching.
3. Other English language researchers
This study is expected to be able to encourage and inspire other researchers to
conduct as well as design other supplementary materials for developing the
F. Definition of Terms
These are some terms which need to be defined:
1. Vocabulary
“Vocabulary is a set of words that is the basis for making and understanding
sentences” (Miller, 1991). Therefore, "without some knowledge of that
vocabulary, neither language production nor language comprehension would
be possible" (Anglin, 1993: 2). Laufer and Nation (1999) stated that
“vocabulary provides the enabling knowledge, which is required to be
successful in other areas of language proficiency”. Meanwhile, in this study, vocabulary is defined as all the words of English language, which are used by
the speakers to communicate in spoken and written way in certain situations.
2. Supplementary Material
As it is cited in Journal Publishing Tag Library (2003), supplementary
material is described as “additional data files that contain information directly
supportive of the document, for example, an audio clip, movie, database,
spreadsheet, applet, or other external file. Supplementary material may contain
a preview image (e.g. the first frame of a movie, tagged as a graphic), with the
caption/preview placed in a manner similar to a figure and a cross-reference
made to the material from the text”
(http://dtd.nlm.nih.gov/publishing/tag-library/1.0/n-r2x0.html). In addition, in this study, a supplementary material is
described as an additional material which is aimed at completing the available
3. Context of Use
According to Jeanne McCarten (2007) in Teaching Vocabulary: Lessons from
the Corpus, Lessons for the Classroom, context of use is defined as “the
situation in which people use certain vocabulary”. In this study, the definition
of context of use is any situation in which the certain vocabulary is used and
8 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the literature review of the research. This includes two
main parts, namely theoretical description and theoretical framework.
A. Theoretical Description
This section discusses on some theories related to the study which are
found in some books, journals, as well as articles. It consists of three main points, namely (1) Instructional Design, (2) Vocabulary, and (3) The Eleventh Grade
Students of Senior High School.
1. Instructional Design
There are some theories in the model of designing a set of English
instructional materials. The English Instructional Design models presented by
the writer in this study are Yalden’s and Kemp’s.
a. Yalden’s Instructional Design Model
Yalden presents a design for communicative syllabus. It is a kind of
syllabus which is “designed to describe classroom experience which more
closely approximates an environment of a real language use” (Yalden, 1987:
109). There are seven stages of language program development proposed by
Figure 2.1 The stages of Language Program Development according to Yalden’s
model
The diagram above can be elaborated as follows:
1)Need Survey
Need survey is conducted to study the learners’ needs and state the
objectives that suitable for the learners. Yalden states that the reason
for this information gathering is to understand as much about the
learners as possible prior as the beginning of the program in order to
establish realistic and acceptable objectives (1987: 101).
2)Description of Purposes
This stage is proposed to clarify the purpose of language program
based on the needs survey. The description of the purpose can be
described in terms of the characteristics of the students and the skills
3)Selection/ Development of Syllabus Type
This stage is selecting the syllabus type to be applied in the program.
The syllabus chosen will consider the needs of the students and
teaching learning activities.
4)Production of a Proto-Syllabus
This stage, as Yalden states, will give so much information about the
content which the syllabus will have (1987: 138). In order to gain the
description of the syllabus content, the designer should select the most
effective syllabus and then determine the content covered by the syllabus.
5)Production of a Pedagogical Syllabus
In this stage, the designer chooses words and phrases based on the
functions and the topics. The designer also develops teaching, learning,
and testing approaches.
6)Development and Implementation of Classroom Procedures
According to Yalden, the development and implementation of
classroom procedures can be divided into:
• Selection of exercise-types and teaching techniques
• Preparation of lesson plan
• Preparation of weekly schedule
The three procedures above play a role as a monitor for the teacher to
7)Evaluation
This stage contains the evaluation of the students, the evaluation of the
program, and the evaluation of the teaching. The evaluation enables
the designer to revise the types and the content of the syllabus.
b. Kemp’s Instructional Design Model
Jerold Kemp in his book Instructional Design (1977) mentions that in
making instructional design there are three questions that should be considered
as essential elements:
1) What must be learned? (objectives)
2) What procedures and resources will work best to reach the desired
learning levels? (activities and resources)
3) How will we know when the required learning has taken place?
(evaluation)
According to Kemp, the instructional design model consists of eight parts:
1) Considering goals, listing the topics, and then stating the general
purposes for teaching each topic.
In this stage, a designer should decide the goals of designing the
materials, select the most appropriate topics for the students, and draw
the general purposes of objectives. According to Kemp (1977: 14),
goals can be based on three factors. They are “society, learners, and
subject areas”. To achieve the goals that have been drawn, a designer
the more complicated one. Stating what the teacher expects the students
to achieve from every topic will also help to accomplish the objectives.
2) Enumerating the important characteristics of the learners for whom the
instruction is to be designed.
Learners’ characteristics, needs, abilities and interests will take big
consideration in constructing the materials.
3) Specifying the learning objectives to be achieved in terms of
measurable student behavioral outcomes.
Learning objectives indicate specifically what learners are required to learn and the objectives are any abilities or behavior that can be
measured and observed clearly. Due to that, the designer should specify
the objectives of each topic explicitly and clearly so that the learners are
able to understand and achieve them.
4) Listing the subject content that supports each objective.
There are two elements included in subject content, there are
“organizing content and task analysis”. Organizing content aims to put
the content in a good order so that it will be learnable for the learners.
Task analysis is conducted to manage the procedures of teaching in a
well sequenced order so that the procedures can support the learning.
5) Developing pre-assessments to determine the student’s background and
present level of knowledge about the topic.
There are two kinds of pre-assessment that should be conducted. They
to obtain the information about the learners’ background knowledge
toward the topic. Meanwhile, pretesting is conducted to find out how
far the students achieve the objectives.
6) Selecting teaching/ learning activities and instructional resources that
will treat the subject content so students will accomplish the objectives.
The designer should use the appropriate teaching methods and
techniques in order that the objectives will be achieved in time.
7) Coordinating such support services as budget, personnel, facilities,
equipment, and schedules to carry out the instructional plan.
Support services such as “fund, facilities, equipment, and personnel”
(Kemp, 1971: 84) influence much to the design plan. The absence of
one element will really affect the other elements. Therefore, a material
designer should not ignore these factors in the process of designing
materials. The material designer should prepare any facilities which are
likely to help the designing of the materials.
8) Evaluating students’ learning in terms of their accomplishment of
objectives, with a view to revising and reevaluating any phases of the
plan that need improvement.
The last step is evaluating the learners’ knowledge whether the learning
objectives had been achieved or not. Furthermore, the designer will do
The writer decided to apply this model because it is flexible so that the
process of designing and developing the supplementary materials can be done
[image:34.612.127.514.217.561.2]from any step.
Figure 2.2 Kemp’s Instructional Design model (1977: 7)
2. Vocabulary
What is meant by vocabulary here is mainly the English words.
Bloomfield differentiates between a phrase and a word. He defines a phrase as a
free form which consists entirely of two or more free form. Meanwhile, he divines Revision
Goal, topics, and
general
purposes Learner
Charac-teristic
Learning objectives Evaluation
Teaching/ learning activities
Pre-assessment Support
service
a word as a minimum free form; a free form which is not a phrase.
Vocabulary is one of the important elements in a language. If someone
does not know the basic vocabulary in a certain language, it will be difficult for
him to communicate with people and understand the language in written and oral.
Wallace (1982: 9) states that learning foreign language is merely learning its
vocabulary. It is the basic for communication (Kranshen, 1983: 155). Vocabulary
is also important in acquisition process. Carol (1971: 1) in Mckeown’s book
(1987: 1) believes that the acquisition of vocabulary learning mostly occurs during
the years of schooling.
“Although a considerable amount of vocabulary learning is associated with primary language learning in the early years, the acquisition of most of the vocabulary characteristic of an educated adult occurs during the years of schooling, and in fact, one of the primary tasks of the school, as far as language learning is concerned, is to teach vocabulary.”
Due to that, teaching vocabulary could never be neglected in teaching
language.
a. Aspects of Vocabulary Learning
Learning vocabulary is not easy. It needs time and ways to learn. The
vocabulary learning, as stated by Lado, covers three aspects, namely form, meaning, and distribution (1978: 277-279).
1) Form
The form of words, in most of languages, has three components: sound
segment, stress, and pitch. The latest is for Thai and Chinese. In English, the
be pig. Another example, the word present (adjective) consists of six sound
segments /'preznt/ and the stress is on the first syllable. If we change the stress
on the second syllable, it will be /pri'zent/, which is the word present (verb).
2) Meaning
To be successful in using vocabulary in communication process, someone
should know the meaning which attached to the vocabulary used itself. The
problem which may rise is that word meaning is not always the same in one
situation to another. In addition, meaning is also different from one culture to
the other cultures. For example, as Lado explains (1987), people in Europe did not know the meaning of word corn (in the sense of maize) and potatoes until
the American brought them to Europe by ships. Another example is Eskimos
who know different kinds of snow and have different words to call them.
People who experience the snow do not have as many meanings as Eskimos
have. These meanings, as Lado emphasizes, are important for someone who
translate a text from one language to another.
Further, as Lado (1987) adds, there are classifications of word meanings.
Those classifications can be seen from the forms they are attached to. There are
three classifications of meanings in English. The first classification is lexical
meaning, the second is morphological meaning, and the third is syntactic
meaning. A lexical meaning is the meaning which attaches to the words as the
words themselves. For instance, the meaning “a building for a human
Meanwhile, a morphological meaning is meaning which is attached to a
bound morpheme. For example, the meaning plural which is attached to a
bound morpheme –s (s) in words doors, pens, dogs, etc. Whereas the meaning
“plural” that attaches to the plural words is lexical meaning. In addition, a
syntactic meaning is the meaning that is attached to word arrangement in a
sentence. For instance, the meaning “question” is attached to a word
arrangement in the sentence “Are you fine?”. But the meaning “question” that
is attached to the word question is a lexical meaning. However, these
classifications are not the same in every language. Different languages have different classifications of meaning. It is possible that in one language it is a
lexical meaning, but in another language it is a morphological meaning. Hence,
in this study the writer wanted to emphasize on lexical meaning.
In addition, Lado states (1987) that it is important to consider the
frequency of meanings of a word. Because an English word often has many
meanings, we should think of the meanings which are frequently used by the
speakers. For example, the word get in the context We do not want to overdo
the thing and get six months. The meaning of the word get is “suffer
imprisonment by way of punishment”. The people would not know what the
word get means here because it is not frequently used.
3) Distribution
Words distribution deals with the habit of restriction in distribution. The
water, which can be a noun and a verb), restriction in geography, restriction in
social class, and restriction in style of speaking and writing (as in prose).
The focus of this study is on the vocabulary meaning, especially the
meaning in context. What is meant by vocabulary in context here is vocabulary
which is appropriately and accurately used in certain situations. For example,
the use of the word bar in the following context of situations (the meanings are
taken from 7th Edition of Oxford Advanced Learner’s Dictionary (2005)). • Bar (for drinks/ food) means “a place where we can buy and drink
alcoholic and other drinks”
• Bar (for chocolate and soap) means “a piece of something with straight
sides”
• Bar (for electricity) means “a piece of metal with wire wrapped around it
that becomes red and hot when electricity is passed through it”
Knowing the meaning in context is necessary for the language learners so that
they will be able to decide what words they should use in certain situations
and able to communicate the words they intend to.
b.Learning Vocabulary
Learning vocabulary is a complex process. According to Wallace (1982: 144), it needs not only the ability to spell and pronounce, but also to recognize,
recall, and use the words in oral and written form. In order to gain those
by Nation, gives three factors to be considered in learning foreign vocabulary,
they are: approach, method, and technique (R.E.L.C Journal, 1982: 15-29).
1) Approach
There are two approaches in learning foreign vocabulary, namely direct
vocabulary learning and indirect vocabulary learning. In direct vocabulary
learning, the learners learn the new words, either in context or in isolation,
consciously. Meanwhile, in indirect vocabulary learning, the learners
incidentally learn the new words through reading and/ or listening activities.
2) Method
Anthony, cited by Nation in R.E.L.C Journal (1982: 15-29), states that the
method of foreign vocabulary learning is “grading”. It means that foreign
vocabulary learning uses some grades. The grades are constructed based on
many factors such as time needed to learn, number of words to be learnt, the
difficulty level of the words, and the repetition of the words.
3) Technique
There are two techniques which can be applied in foreign vocabulary
learning. The first one is receptive learning. Receptive learning is the ability to
recall the translation of the foreign words when the words have been seen or
heard. Learning words through lists or contexts and presentation of word
meaning in the mother tongue are examples of receptive learning. Meanwhile,
the second technique is productive learning. Productive learning is the ability to
c. Teaching Vocabulary
According to Alan Hunt and David Beglar in their Current Research and
Practice in Teaching Vocabulary
(www.jalt-publications.org/tlt/files/98/jan/hunt.html), there are seven principles in
teaching vocabulary. The following discussion on those seven principles is
according to the explanation of Alan Hunt and David Beglar.
1) Providing opportunities for the incidental learning of vocabulary
The incidental vocabulary learning can occur through the activities of
reading and listening. The incidental learning of vocabulary through reading can benefit language curriculums and learners at all levels. In addition,
incidental vocabulary learning through reading can expose the language
learners to the context of use. In short, by reading activities, the learners are
expected to get much exposure to words in context before understanding their
meanings.
2) Diagnosing which of the 3,000 most common words learners need to study
Vocabulary size is important to be considered by teachers. Knowing
vocabulary size enables teachers to select what words to teach. In Senior High
School, students are prepared to enter university so that the vocabulary size
that the students need to be prepared is 3,000 words at the minimum.
According to Laufer (1992), for second language learners entering university,
knowing a minimum of about 3,000 words was required for effective reading at
the university level, whereas knowing 5,000 words indicated likely academic
Vocabulary Levels Test or a checklist test which requires learners to mark the
words on a list that they believe they know.
3) Providing opportunities for the intentional learning of vocabulary
Intentional learning through instruction significantly contributes to
vocabulary development (Nation, 1990; Paribakht & Wesche, 1996;
Zimmerman, 1997). Furthermore, Coady (1997b) suggests that the beginning
students are better to supplement their reading with study of the 3,000 most
frequent words until the word’s form and meaning become automatically
recognized. The first stage in teaching these 3,000 words commonly begins with word-pairs in which an L2 word is matched with an L1 translation.
Vocabulary lists can be effective way to quickly learn word-pair translations
(Nation, 1990).
4) Providing opportunities for elaborating word knowledge
Knowing a word does not mean knowing the translation. Instead, knowing
a word involves knowing how to use the words receptively and productively.
In addition, elaboration of word knowledge also involves expanding the
connections between what the learners already know and new information.
According to Prince (1996), one way to do this is to choose L2 words from the
surrounding context and to explain their connections to the recently learned
word. Furthermore, to present this new information, teachers should create
opportunities to meet these useful, recently learned words in new contexts that
5) Providing opportunities for developing fluency with known vocabulary
Nation (1994: 208) states that developing fluency “overlaps most of all
with developing the skills of listening, speaking, reading, and writing”, so
giving learners many opportunities to practice these skills is essential.
However, fluency partly depends on developing sight vocabulary through
reading, especially extensive reading, and studying high frequency vocabulary.
6) Experimenting with guessing from context
Guessing from context can begin with deciding whether the word is
important enough. This decision is a skill that requires practice and experience. According to Hulstijn, Hollander, and Greidanus (1996), teachers can assist
learners by marking words which learners should try to infer before using other
sources as well as by providing glosses. Once learners decide that a word is
worth guessing, they might follow a five-step procedure like that of Nation and
Coady (1988):
• Determine the part of speech of the unknown word.
• Look at the immediate context and simplify if necessary.
• Look at the wider context. This entails examining the clause with the
unknown word and its relationship to the surrounding clauses and
sentences.
• Guess the meaning of the unknown word.
7) Examining different types of dictionaries and teach students how to use
them
According to Knoght (1994), Luppescu and Day (1993), bilingual
dictionaries have been found to result in vocabulary learning. Bilingualized
dictionaries may have some advantages over traditional bilingual or
monolingual dictionaries. Bilingualized dictionaries essentially do the job of
both a bilingual and a monolingual dictionary. Whereas monolingual
dictionaries usually provide just an L1 synonym, bilingual dictionaries include
L2 definitions, L2 sentence examples, as well as L1 synonyms. Furthermore, bilingualized dictionaries were found to result in better comprehension of new
words than either bilingual or monolingual dictionaries (Laufer & Hader,
1997). In short, training in the use of dictionaries is essential. Due to that,
teachers should emphasize the importance of checking a word’s original
context carefully and comparing this to the entry chosen because context
determines which sense of a word is being used.
3. The Eleventh Grade Students of Senior High School
This study involves the eleventh grade students of SMAN 1 Godean so that
it is important to discuss the characteristics of them. The eleventh grade
students of Senior High School are classified into the adolescence phase.
Konopka, as it is cited by Pikunas (1987: 240), states that the period of
adolescence ranges between twelve and twenty two years old. Further, he
adolescence (12-15 years old), middle adolescence (15-18 years old), and late
adolescence (18-22 years old).
According to Pikunas (1976: 248), the main characteristics of those who
belong to adolescence phase are peer identification, self-reorganization,
external interest and activity, and growth of self-regulation. The following is
the further discussion on those characteristics, which is based on Pikunas.
a. Peer Identification
People who are in the adolescence stage tend to have two kinds of motivation
in the social life, namely the egoistical motivation and social motivation (1976: 248). Egoistical motivation focuses on the individual satisfaction. Meanwhile,
the social motivation aims at grabbing connection, appreciation, and
acceptance from the society, and building the relationship with them. In order
to get the approval and acceptance from the peers, adolescences tend to build
the higher status and reputation so that they become more famous than the
other peers.
b. Self-Reorganization
During the growth, adolescences experience some changes, both physical and
mental. Adolescences try to find the better attitudes, principles, and interests to
reorganize their personality. In addition, they want to reveal to others that they
c. External Interest and Activity
Adolescences, both male and female, are interested in various kinds of thing
and activity. They are commonly interested in any activities in which they can
directly practice their ability to show their interests.
d. Growth of Self-Regulation
Adolescences have already had a good self-control. They are already able to
distinguish good and bad things. Even, they are able to have a good emotional
management.
B. Theoretical Framework
The theoretical description above gives us the understanding of
instructional design, vocabulary, as well as the characteristics of the eleventh
grade students of Senior High School. The theoretical description becomes the
basis of clarifying the theoretical framework of this study which then will lead us
to the actual description.
In this study, the writer uses two kinds of instructional design models,
which are Yalden’s and Kemp’s. Not all the theories are applied in this study.
However, all of those theories give the writer contribution in designing the
supplementary materials of vocabulary in contexts for the eleventh grade students
of SMAN 1 Godean.
Vocabulary is defined as a number of words. Learning vocabulary is
considered important in learning a language because vocabulary is the basis of
feeling and seeing, both in oral and written form. However, knowing words is not
enough. People should consider the appropriate words to express what they want
to communicate in any situation. Due to that, learning vocabulary in context is
needed, especially for students, who are faced with various contexts in their topic
of study.
According to Lado, there are three aspects of vocabulary learning, namely
form, meaning, and distribution. In this study, the writer focuses on lexical
meaning and grammatical distribution. In addition, in designing the materials, the
writer also concerns with the combination of direct and indirect vocabulary learning approach. It means that the writer designs the materials in certain
contexts through reading activities. Besides, the materials designed are also
focused on receptive and productive learning, which deal with recalling the
meaning of words in contexts which had ever been heard and seen and then
produce foreign words by speaking and writing. The writer emphasizes those two
vocabulary learning techniques because after enabling the students to recognize
the sound and meaning of English words, the students will also be given chances
to freely use the English words in speaking and writing. To make the vocabulary
learning more effective, the writer also concerns with the repetition.
In the materials, the writer tries to supply various reading activities so that
the students will not be bored. In addition, the writer also designs the materials
which enable the teachers to apply all the vocabulary teaching principles
suggested by Allan Hunt and David Beglar, except diagnosing which of the 3,000
intentional learning of vocabulary, and examining different types of dictionaries
and teach students how to use them. The reason is because those three principles
deal with translating the English words to Indonesian directly, which is not
recommended in the supplementary materials designed. Furthermore, in the
supplementary materials, the writer wants to drill the students with the exposure
of English words.
As it is stated previously, in designing materials, the writer applies
Yalden’s and Kemp’s Instructional Design models. From the Yalden’s, the writer
only uses the first stage, needs survey, which is then called research and information collecting. Meanwhile, the writer applies all the stages of Kemp’s
model except “pre-assessment”. This step is omitted because the writer does not
apply it in the process of designing the materials. The reason why the writer uses
these two instructional design models is that they could be easily understood and
are suitable with the steps used by the writer.
The steps done by the writer were as follows:
1. Conducting research and information collecting
The research and information collecting is aimed at finding out the students’
needs. In this step, the writer collects information by distributing
questionnaires to the students and English teachers of SMAN 1 Godean.
2. Identifying Goals, Topics, and General Purposes
This step is aimed at determining the materials design. After identifying the
goals, the writer states the general purposes of each topic. The topics should
lists and the exercises of vocabulary in context based on the topics that the
students have in class.
3. Analyzing the students characteristics
Knowing the students characteristics is needed to gain the information about
their capability, needs, and interests.
4. Specifying the learning objectives
The learning objective means what the students have to know or be able to do
after studying the topics. According to Kemp (1982: 23), the objectives must
be stated in the terms of activities which will best promote learning. By specifying the learning objectives, the writer considers what should be learned
by the students in order to use the appropriate vocabulary in certain contexts.
5. Making list of subject contents
In this step, the writer needs to decide what content of the subject which was
relevant with the learning objectives of each topic that will be listed.
6. Selecting teaching learning activities
Organizing teaching learning activities is considered important in order to
conduct the successful teaching learning process in class. In this step, the
things that should be considered well are what the teacher and the students
should do in class.
7. Selecting equipment
In this step, the writer should prepare any support services which are likely to
8. Evaluating
The writer needs to conduct an evaluation to see what items of the design
30 CHAPTER III METHODOLOGY
The writer used a certain methodology to conduct this study, and this
chapter is aimed at discussing the methodology systematically. The discussion
includes research method, research setting, participants of the research, research
instruments, data gathering techniques, data analyzing techniques, and research
procedures.
A. Research Method
A certain methodology is needed as a guidance to conduct and organize
the steps or the procedure of this study. Since this study is aimed at designing a
set of supplementary materials, educational research and development was
considered the most appropriate methodology. As it is stated by Borg and Gall
(1983) in Educational Research: An Introduction, educational research and
development (R & D) is a process used to develop and validate educational
products. Furthermore, as they state, the goal of R & D is to take this research
knowledge and incorporate it into a product that can be used in the school (1983:
771). Moreover, it increases the potential impact of the finding to the teaching
practice by using them into usable educational product.
The steps of the development processes of the product themselves, as Borg
and Gall explain further, are usually referred to the R & D cycle. The R & D cycle
Planning, Development of the 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 (Borg and Gall, 1983: 775). However, the writer only used
the first five of the R & D cycle steps. Those steps were Research and Information
Collecting, Planning, Development of the Preliminary Form of Product,
Preliminary Field Testing, and Main Product Revision.
1. Research and Information Collecting
This study focused on designing a set of vocabulary supplementary materials for Reading lesson for the eleventh grade students of SMAN 1 Godean. To
gather the information needed, the writer distributed questionnaires. The
questionnaires were divided into two parts. The first part was for the students;
meanwhile the second part was for the English teachers. To be more specific,
there were a hundred students of SMAN 1 Godean; all of them were at grade
eleven. In addition, there were three English teachers of the same school. The
information gathered from the students and the teachers was about the
vocabulary teaching and learning in class. Besides, the writer also used the
review of literature. The review of literature was aimed at obtaining some
theories about Kurikulum Tingkat Satuan Pendidikan (KTSP), especially
finding the reading Competency Standard and Basic Competence of the first
semester English syllabus of SMAN 1 Godean grade eleven. In addition, the
teaching and learning vocabulary as possible, from the educational books,
journals, and articles.
2. Planning
Planning includes defining skills, stating objectives, determining course
sequence, and small scale feasibility testing (Borg and Gall, 1983: 775).
Further, they state that the most important aspect of planning a research-based
educational product is the statement of the specific objectives to be achieved by
the product (1983: 779). The data gathered from the questionnaires and review
of literature were used to determine the objectives and the subject contents of the designed materials.
3. Development of the Preliminary Form of Product
The product referred to vocabulary supplementary materials for SMAN 1
Godean grade eleven. Before the product was field tested, the writer needed to
develop the form of the product. The data from the research and information
collecting was used as the basic of the materials development. The use of the
data from research and information collecting was aimed to design the
appropriate materials for the eleventh grade students of SMAN 1 Godean.
In addition, the writer also made the product evaluation form. The evaluation
was in the form of open-ended and close-ended questionnaire. This made the
writer easier to analyze the result and also to get the evaluation and suggestion
completely. In this step, the writer listed what kind of aspects which needed to
systematically. After that, the writer developed the questions based on those
items as well as the choices of the answer so that the participants could answer
the questions more easily.
4. Preliminary Field Testing
After the product and the evaluation form were ready to used, the writer
conducted field testing. The field testing was aimed at gaining the evaluation,
both from the English teachers as well as the PBI lecturer. They took parts in
judging, observing, and estimating the proposed vocabulary supplementary
materials for the eleventh grade students of SMAN 1 Godean whether they were acceptable or not. After that, they were asked to give evaluation and
suggestion toward the product using the evaluation form provided. Those
evaluation and suggestion were used as the base for the writer to revise the
product. The preliminary field testing was intended to know:
a. whether the instructional goals and objectives had already been formulated
properly,
b. whether the designed materials matched with the goals and objectives,
c. whether the content of the materials and the topics had been relevant to the
eleventh grade students, and has been reliable as the materials,
d. whether the topics were well arranged and developed,
e. which part of the materials need to be revised and improved.
5. Main Product Revision
After conducting field testing, the writer revised the product by referring to the
Those evaluation and suggestion helped the writer to make the more
appropriate product for the eleventh grade students of SMAN 1 Godean,
especially to help the students in the reading activities by providing the
exercises of vocabulary in contexts.
To make the explanation obvious, the writer made a figure of the steps of
the writer’s model that could be substituted into the steps of R & D cycle.
R & D Cycle The Writer’s Model
B. Research Setting
The location of the questionnaires distribution as well as product field
testing was SMAN 1 Godean. It is located in Nogosari, Sidokarto, Godean,
[image:54.612.119.518.254.537.2]Sleman. The reason why the writer chose SMAN 1 Godean as the location of the Figure 3.1 R & D Cycle and the Writer’s Model
Step 4
Learning objectives Step 1
Research and information collecting
Step 2 Planning
Step 3
Development of the preliminary form of product
Step 4
Preliminary field testing
Step 5
Main product revision
Step 1
Research and information collecting
Step 6
Teaching learning activities Step 5
Subject content Step 3
Students’ characteristics Step 2
Goal, topics, general purposes
research was because of the consideration of the effectiveness and efficiency of
time and expense.
C. Participants of the Research
The participants of this research were divided into two groups. They were:
1. Participants of Research and Information Collecting
The participants of research and information collecting were divided into two
groups. The first group was the eleventh grade students of SMAN 1 Godean.
There were a hundred students and all of them were from SMAN 1 Godean. In research and information collecting, the students were asked to answer the
questionnaires, which were about the vocabulary teaching and learning in
class. The following table represents the description of the first research and
[image:55.612.144.509.248.555.2]information collecting participants.
Table 3.1 The description of the first group of Research and Information Collecting participants (Blank)
Group of Participants Sex Class
F M XI IPA1 XI IPA2 XI IPA3 Student
The second group was the English teachers of the same school, which was
SMAN 1 Godean. In this part, the teachers were asked to answer the
questionnaires about vocabulary teaching and learning in class. The following
table represents the description of the second research and information
Table 3.2 The description of the second group of Research and Information Collecting participants (Blank)
Group of Respondents
Sex Educational Background
Teaching experience
(in years)
F M S1 S2 <5 5-10 >10
English Teacher
2. Participants of Preliminary Field Testing
The participants of Preliminary Field Testing were two English teachers of
SMAN 1 Godean and one lecturer of English Education Study Program (PBI) at
Sanata Dharma University. They took part in observing the product and giving
[image:56.612.143.506.252.558.2]the evaluation based on their own views toward the product. The following
table represents the description of Preliminary Field Testing participants.
Table 3.3 The description of the Preliminary Field Testing participants (Blank)
Group of Respondents
Sex Educational Background
Teaching experience
(in years)
F M S1 S2 S3 <5 5-10 >10
English Teacher
PBILecturer
D. Research Instruments
The research instruments of this study were divided into two parts. They were:
1. Instrument for Research and Information Collecting
The writer conducted the research and information collecting by using questionnaires. As it is stated in Research in Education (Best, 1983), the
respondents in one place makes possible an economy of time and expense and
provides a high proportion of usable response. The questionnaires were in the
form of open-ended questions. The reason why the writer chose this kind of
form was, as it is stated by Best (1983), it provides for greater depth response.
Besides, when answering this questionnaire, the respondents may reveal their
frame of reference and possibly the reasons for their responses. The
questionnaires were divided into two groups. The first group was for the
students, whereas the second group was for the teachers. The questions of the
questionnaires are in Appendix C.
2. Instrument for Preliminary Field Testing
The writer gathered evaluation to obtain suggestion as well as
recommendation, both from English teachers and PBI lecturer, by using
questionnaires. The questionnaires were in the form of close-ended and
open-ended question. The reason why the writer chose close-open-ended form was, as it
is stated by Best (1983), because “it is easy to fill out, takes a little time, keeps
the respondents on the subject, is relatively objective, and is fairly easy to
tabulate and analyze”. Meanwhile, the reason why the writer applied
open-ended form was because the respondents may reveal their frame of reference
and possibly the reasons for their responses, as the writer stated previously.
The result of the evaluation was used as the base for revising the main product
E. Data Gathering Techniques
There were three steps in gathering the data needed. First, the writer
gathered some books which were relevant to the research. The books were on
instructional material design, the theory of teaching and learning vocabulary, and
the theory about Kurikulum Tingkat Satuan Pendidikan (KTSP). Second, before
developing the supplementary materials, the writer distributed questionnaires to
the eleventh grade students of SMAN 1 Godean and three English teachers to
obtain information about vocabulary teaching and learning in class. It was
conducted on April, 5th, 7th, and 10th 2010. Last, the writer conducted field testing by distributing questionnaires to two English teachers of SMAN 1 Godean and one
PBI lecturer to gain opinion, suggestions, and recommendations toward the
proposed vocabulary supplementary materials.
F. Data Analyzing Techniques
There were two important points discussed in the data analysis techniques.
The analyses were conducted to know the participants’ needs and evaluation on
the designed materials.
1. Participants’ Needs
The participants’ needs were gained from the questionnaires distributed to
the eleventh grade students and three English teachers of SMAN 1 Godean. The
data was about the vocabulary teaching and learning in class. It was treated as the
basic consideration in designing the vocabulary supplementary materials for the
form of open-ended questions. Due to that, the writer analyzed the data by
description.
2. Evaluation on the Designed Materials
In this step, the writer gained the data about the evaluation of the proposed
vocabulary supplementary materials. The writer distributed questionnaires to two
English teachers and one PBI lecturer. The result of the product evaluation was
used to revise the materials.
The writer analyzed two kinds of data. The first was the descriptive data about the participants’ statements. This was concerned with closed questionnaires.
In this type of questi
