DESIGNING SUPPLEMENTARY ENGLISH INSTRUCTIONAL VOCABULARY MATERIALS USING REALIA AS THE MEDIA FOR THE SIXTH GRADE STUDENTS OF KANISIUS BABADAN
ELEMENTARY SCHOOL
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Christina Ajeng Sekar Dyanti Student Number: 051214012
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
DESIGNING SUPPLEMENTARY ENGLISH INSTRUCTIONAL VOCABULARY MATERIALS USING REALIA AS THE MEDIA FOR THE SIXTH GRADE STUDENTS OF KANISIUS BABADAN
ELEMENTARY SCHOOL
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Christina Ajeng Sekar Dyanti Student Number: 051214012
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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God will make a way
Where there seems to be no way He works in ways we cannot see
He will make a way for me
He will be my guide Hold me closely to His side With love and strength for each new day
He will make a way (Don Moen)
I dedicate this thesis to: My father in Heaven, Antonius Budiyanto
My mother, Fransiska Wiwiek Istiati
My brothers: Aloisius Anom Sanjaya, Dominikus Yonathan Sanjaya, and Edoardus Pamungkas Sanjaya
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vi ABSTRACT
Dyanti, Christina Ajeng Sekar, 2010. Designing Supplementary English Instructional Vocabulary Materials Using Realia as the Media for the Sixth Grade Students of Kanisius Babadan Elementary School. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
The English teacher of Kanisius Babadan elementary school found difficulties in motivating and encouraging the students to achieve the English competence. Since the students had lack of motivation and teacher had lack of creativity in delivering vocabulary materials due to time and resource limitation, it was an opportunity for this study to help the students and the English teacher. This study attempted to design supplementary English instructional vocabulary materials using realia as the media for the sixth grade students of Kanisius Babadan elementary school.
To obtain the objective of this study, the writer formulated two research problems: (1) what is the design of supplementary English instructional vocabulary materials using realia as the media for the sixth grade students of Kanisius Babadan elementary school, and (2) how does the design work in teaching supplementary English instructional vocabulary materials using realia as the media for the sixth grade students of Kanisius Babadan elementary school.
The writer combined two instructional design models from Kemp (1977) and Yalden (1983) employing 7 steps. Those steps were merged and put together under the umbrella of Borg and Gall’s (1986) Educational Research and Development (R&D) as the research method. Due to time and resource limitation, only seven out of ten stages of the R&D model were employed. The seven steps were: (1) research and information collecting, (2) planning, (3) developing preliminary form of product, (4) preliminary field testing, (5) main product revision, (6) main field testing, and (7) operational product revision.
To answer the first research problem, the writer conducted the research and information collecting by distributing the pre-design questionnaires to all of the sixth grade students in the classroom, interviewing the English teacher, and conducting observation in the classroom. The design of supplementary English instructional materials was then evaluated by distributing the post-design questionnaires 1 to one English teacher, one lecturer, and two English instructors. To answer the second research problem, the writer distributed the post-design questionnaires 2 to all of the sixth grade students in the classroom.
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simpler instruction. All suggestions had been accepted for the materials improvement.
viii ABSTRAK
Dyanti, Christina Ajeng Sekar, 2010. Merancang Materi Tambahan Pembelajaran Kosakata Bahasa Inggris Menggunakan Realia sebagai Media untuk Siswa Kelas Enam (6) di SD Kanisius Babadan. Yogyakarta: Program Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Guru bahasa Inggris di SD Kanisius Babadan menjumpai kesulitan-kesulitan dalam memotivasi dan mendorong para siswa untuk mencapai kompetensi bahasa. Semenjak siswa memiliki kekurangan motivasi dan guru memiliki keterbatasan kreatifitas dalam menyampaikan materi kosakata bahasa Inggris yang disebabkan oleh keterbatasan waktu dan sumber bahan ajar, hal tersebut merupakan kesempatan bagi studi ini untuk membantu siswa dan guru bahasa Inggris. Studi ini berupaya untuk merancang materi tambahan pembelajaran kosakata bahasa Inggris menggunakan realia sebagai media untuk siswa kelas enam (6) di SD Kanisius Babadan.
Untuk mencapai tujuan pembelajaran, penulis menuliskan dua (2) masalah penelitian: (1) seperti apakah rancangan materi tambahan pembelajaran kosakata bahasa Inggris menggunakan realia sebagai media untuk siswa kelas enam (6) di SD Kanisius Babadan dan (2) bagaimanakah rancangan tersebut bekerja dalam pengajaran materi kosakata bahasa Inggris menggunakan realia sebagai media untuk siswa kelas (6) di SD Kanisius Babadan.
Penulis menggabungkan dua model rancangan pembelajaran dari Kemp (1977) dan Yalden (1983) yang menggunakan 7 langkah. Langkah-langkah tersebut digabungkan dan diletakkan bersama dibawah payung Borg dan Gall (1986) sebagai metodologi penelitian dan pengembangan (R&D). Karena keterbatasan waktu dan sumber, hanya 7 dari 10 langkah metodologi penelitian dan pengembangan (R&D) tersebut yang digunakan. Ketujuh langkah tersebut adalah (1) penelitian dan pengumpulan informasi, (2) perencanaan, (3) pengembangan produk pendahuluan, (4) uji pendahuluan lapangan, (5) perbaikan produk utama, (6) uji lapangan utama, dan (7) perbaikan cara kerja produk.
Untuk mendapatkan data yang diperlukan, penulis mengadakan penelitian dan pengumpulan informasi dengan mengedarkan kwesioner kepada seluruh siswa kelas enam (6) di kelas, mewawancarai guru bahasa Inggris, dan melakukan observasi di dalam kelas. Rancangan materi tambahan pembelajaran kosakata bahasa Inggris kemudian dievaluasi dengan mengedarkan kuesioner kepada 1 guru bahasa Inggris, 1 dosen, dan 2 instruktur bahasa Inggris. Untuk menjawab masalah penelitian yang kedua, penulis mengedarkan kwesioner untuk semua siswa kelas enam di kelas.
ix
untuk menyertakan sumber dari gambar-gambar di buku murid, membuat bahasa instruksi yang lebih jelas dan singkat. Segala saran diterima penulis demi peningkatan materi.
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ACKNOWLEDGMENTS
I would like to give my first gratitude to my Mother Mary and Jesus Christ for blessing myself so that I can finish my study at Sanata Dharma University. Because of them, I am able to walk through my life and in bad times and good times.
I would like to express my deepest gratitude to G. Punto Aji, S.Pd., M.Hum., my thesis sponsor, who wants to share his time to guide and give me direction so I can finish my thesis.
I would like to thank Drs. Yakobus Kuwat for permitting me to conduct my research in his school. My deepest appreciation also goes to my research participants (Drs. J.B. Gunawan, M.A., Hari, S.Pd, Agustina Diah Festy, and Andrias Haris Raharjo), for their precious inputs, suggestions, and willingness to participate in this study. I thank Novi, Lia and Beni who have given me some suggestions in designing the materials.
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I also want to give my biggest gratitude to my dad, Antonius Budianto (late), to my mom, Fransiska Wiwiek Istiati, to my brothers, Aloisius Anom Sanjaya, Dominikus Yonathan Sanjaya, and Eduardus Pamungkas Sanjaya for their love and support when I finish my thesis. They are parts of my happiness and success.
I also thank the one and only, my sweetheart, Geraldus Rio Aditya for his attention, love, and encouraging words so that I can complete this study. He is the one who wants to accept my craziness and loyalty.
I also send my gratitude to all of my companions: my honest friend Adisty Dewi Wulandari and Heribertus Sapto Edi, to my ex-staff in Service Program Design (Dita, Tim-Tim, Listian, Vika, Anggi, and Fitri,) for their deepest encouragements, to all my friends in Practical Teaching/PPL 2 (Angga’05 and Wuri’05) for the encouragement, my colleagues in Miami Fleet Corporation (Andre, Virgie, Intan, Gendon, Rossy, Shinta, Udin, Johan, and Agus), and all of my friends in the Lector Community Kotabaru.
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TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL PAGES ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
ABSTRACT ... vi
ABSTRAK ... viii LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMI ... x
ACKNOWLEDGEMENTS ... xi
TABLE OF CONTENTS ... xiii
LIST OF FIGURES ... xvi
LIST OF TABLES ... xvii
LIST OF APPENDICES ... xviii
CHAPTER I: INTRODUCTION A. Research Background ... 1
B. Problem Formulation ... 4
C. Problem Limitation ... 4
D. Research Objectives ... 5
E. Research Benefits ... 5
xiv
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Theoretical Description ... 9
1. Instructional Design ... 9
a. The Principle of Instructional Design ... 10
b. Instructional Design Model ... 11
(1) Yalden’s Model ... 11
(2)Kemp’s Model ... 16
2. Educational Research and Development (R&D) ... 21
3. Teaching Vocabulary ... 23
a. The Nature of Vocabulary ... 24
b. Vocabulary Selection ... 25
c. The Principle of Teaching and Learning Vocabulary ... 26
4. Media ... 28
5. Realia as the Teaching Media ... 30
a. Realia ... 31
b. The use of Realia in Teaching Vocabulary for the Sixth Grade Students of Elementary School ... 32
6. A Brief Description of the School-Based-Curriculum (KTSP) ... 34
B. Theoretical Framework ... 36
CHAPTER III: METHODOLOGY A. Research Method ... 41
B. Research Participants ... 44
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D. Data Gathering Technique ... 50
E. Data Analysis Technique ... 53
F. Research Procedures ... 55
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A. The Design of Supplementary English Instructional Vocabulary Materials Using Realia as the Media for the Sixth Grade Students of Kanisius Babadan ... 59
1. Students’ Characteristics and Needs ... 60
2. Goals, Topics, and General Purposes ... 63
3. Learning Objectives ... 65
4. Learning Activities ... 67
5. Materials Feedback ... 72
6. Materials Revision ... 76
B. The Designed Implementation ... 77
1. Students’ Reaction ... 75
2. Final Revision ... 78
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS A. Conclusions……… 79
B. Recommendations…….………. 80
xvi
LIST OF FIGURES Figure
2.1 Yalden’s Language Program Development………. 15
2.2 Kemp’s Instructional Model……… 21
2.3 The Writer’s Framework in Designing Instructional Model……… 40
xvii
LIST OF TABLES
Table 3.1 The Description of the Students………... 47
Table 3.2 The Description of the English Teacher, English Instructor, and the Lecturer……… 47
Table 3.3 Data Gathering Technique………... 51
Table 3.4 The Description of the Result of the Post-Designed Questionnaire... 54
Table 4.1 The Result of the Students’ Characteristics……… 60
Table 4.2 The Goals and General Purposes of the Materials……….. 63
Table 4.3 The Learning Topics……….... 64
Table 4.4 The Learning Indicators……….. 65
Table 4.5 The Learning Activities of the Designed Materials………. 68
Table 4.6 The Description of the Students’ Background………. 72
Table 4.7 The Description of the English Teacher, English Instructor, and the Lecturer Background……….. 73
Table 4.8 The Result of Post-Design Questionnaire 1………. 74
Table 4.9 The Materials Revision………. 76
Table 4.10 The Result of Post-Design Questionnaire 2………... 77
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LIST OF APPENDICES
APPENDIX A: Surat Ijin Penelitian ... 86
APPENDIX B: The Result of Observation ... 87
APPENDIX C: The List of Interview Questions ... 89
APPENDIX D: The List of Interview Answers ... 91
APPENDIX E: The Pre-Design Questionnaire ... 94
APPENDIX F: The Result of Pre-Design Questionnaire ... 98
APPENDIX G: The Post-Design Questionnaire 1 ... 101
APPENDIX H: The Result of Post-Design Questionnaire 1 ... 105
APPENDIX I: The Post-Design Questionnaire 2 ... 108
APPENDIX J: The Result of Post-Design Questionnaire 2 ... 111
APPENDIX K: The Teacher’s Book ... 113
a. The Syllabus and the Lesson Plans ... 114
b. Gambaran Umum Materi ... 130
c. The Teacher’s Manual ... 135
d. The Realia and Photocopyable Materials ... 144
e. The Answer Keys ... 157
1
INTRODUCTION
The writer of this study would like to divide this chapter into six (6) parts. They are namely research background, problem formulation, problem limitation, research objectives, research benefits, and definition of the key terms. Each part in this chapter is going to be explained clearly and reasonably by the writer.
A. Research Background
For many years, teaching foreign language to young learners was seen as something additional to the normal curriculum of the school system. Because of the development in world of education today, this pattern is changing in many countries. Educators have come to recognize the importance of starting foreign language learning at an early age. In Indonesia, English serves as a foreign language that is taught starting from elementary school. The elementary school students have a good opportunity to learn a new language beside their mother tongue because of their brain plasticity (Kaswanti, 1998:29). It means that the brain has more capacity to absorb new knowledge easily.
The younger you are the easier you learn the language……young children who are exposed to more than one language before the age of puberty seem to acquire all the languages equally well (Fromklin,1988:389)
students’ lack of motivation, courage, materials, and the school’s facilities. These problems have been occurred not only in Indonesia but also in other countries. Without a good approach in motivating the students to study, it seemed to be difficult to transfer the knowledge from the teacher to the students. That was the reason why a teacher had to be more creative in teaching English based on the students’ needs. The teacher had to gain the attention first from the students, so they could learn English with pleasure.
Seeing on this, the writer offered a design, which could be used by the sixth grade teacher of elementary school as the alternative way for teaching English vocabulary. Considering the students were the sixth grade students of elementary school, the students were given the basic vocabulary. As we know that vocabulary is the most fundamental unit of language. It means English vocabulary is the first aspect which is given before students acquire other aspects of the foreign language like grammar, write sentences, conversation and so on. However, the students sometimes could not understand the new vocabulary. It was very hard for them to remind English vocabulary. The fact, that the elementary school students had weaknesses in vocabulary mastery. Meanwhile, they had to master a lot of English vocabulary when they graduated and continued the English lesson in junior high school later on.
memorizing the name of the things because it was effective in showing the meaning. There were various kinds of realia, such as: pictures, dolls, toys model, puppet, and other real objects around the students. Therefore, the purpose of realia was to stimulate students’ mind and to improve the students’ vocabulary mastery.
The writer chose Kanisius Babadan elementary school Sleman as a research setting. Having conducted observation in this school, the writer found that the teacher was having the same difficulties, as stated above, in motivating the students to learn English as a foreign language, exploring creativity in teaching and learning activity, and employing a significant approach for teaching and learning experiences. Kanisius Babadan elementary school Sleman was one of the private schools in Yogyakarta
which was under Kanisius foundation. It became a research school target by the writer to design her thesis. The English lesson in the elementary school served as a primary lesson. This fact became the attraction and the reason why the writer designed the supplementary English instructional vocabulary materials using realia as the media for the sixth grade students of Kanisius Babadan elementary school. The purpose of the designed materials was to prepare and shape the students with a good English vocabulary basic, before they gain the primary English lesson in the junior high school later on.
for the sixth grade students of Kanisius Babadan elementary school. Considering the problem that was presented above, the writer formulated the research problems in this study as follow:
1. What is the design of supplementary English instructional vocabulary materials using realia as the media for the sixth grade students of Kanisius Babadan elementary school?
2. How does the design work in teaching supplementary English instructional vocabulary materials using realia as the media for the sixth grade students of Kanisius Babadan elementary school?
C. Problem Limitation
In this section, the writer would like to formulate the objectives of her thesis. The objectives were stated as the following:
1. To design supplementary English instructional vocabulary materials using realia as the media for the sixth grade students of Kanisius Babadan
elementary school.
2. To find out how the design works in teaching supplementary English instructional vocabulary materials using realia as the media for the sixth grade students of Kanisius Babadan elementary school.
E. Research Benefits
This study was expected to give contribution to the educational field, especially in supporting the teaching learning activities of vocabulary materials for some parties who were closely related to this study. The benefits were formulated as follows:
1. The English teachers
2. The sixth grade students of elementary school
This study was conducted in order to help the sixth grade students of elementary school to learn English better. Through observation using realia, the students were hoped to be able to improve their vocabulary
mastery. The students might join the class with unthreatening condition, so they can enjoyed the class with lots of fun.
3. Further studies
Further studies were needed because the material design still needed to be reconstructed, evaluated and reprogrammed. This study was expected to give the next researchers a new perspective in giving a creative English lesson and find some inspirations especially in vocabulary lesson.
F. Definition of the Key Terms
In this section, the writer intends some of the terms that are used in this study, to avoid misunderstanding of the readers in reading this thesis writing.
the verb “supply”. In Oxford Advanced Learners’ Dictionary (Hornby, 1995:1200) supply means “to give something that can be added to something else to improve or to complete it”. Thus, supplementary means addition of something to improve something else. In this study, supplementary means that English instructional vocabulary materials were designed to supply the existing materials used in the classroom, so that the materials will be improved and developed.
3. The term “vocabulary”, according to Linda Taylor (1), in order to live in the world, we must name it. Names are essential for the construction of reality for without a name it is difficult to accept the existence of an object, an event, a feeling. Naming is the means whereby we attempt to order and structure the chaos and flux of existence which would otherwise be an undifferentiated mass. By assigning names we impose a pattern and a meaning which allows us to manipulate the world.
the real objects. The realia used in this study are pictures, flannel dolls, toys, puppet, puppet glove and other objects around the student’s daily activities and their environment. It will be used as the teaching media to support English language learning process.
5. The term “media”, refers to anything that carries information between a source and a receiver (Heinich, 1982:8). Media are systematic way of designing, doing, and evaluating the entire teaching learning process with a specific goal, according to research about human communication and learning, and using a combination from human and non human sources to gain the effective teaching (Wilkinson, 1980:2).
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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the writer reviews the related literatures which are divided into two parts: theoretical description and theoretical framework. The first part discusses the related literature used in this study. The second part presents the framework of theories applied in conducting the study.
A. Theoretical Description
The study was based on some areas to concern. Those were the theory of (1) Instructional design, (2) Educational Research and Development (R&D), (3) Teaching vocabulary, (4) Media, (5) Realia as the teaching media, and (6) A brief description of the school based curriculum (KTSP).
1. Instructional Design
Instruction is usually planned, which means that it is designed in some systematic way.
a. The Principle of Instructional Design
According to Gagne and Briggs (1979:4), the purpose of designed instruction is to activate and support the learning of the individual student. It means for helping each person develop as fully as possible in his or her own individual directions.
There are five basic principles about instructional design proposed by Gagne and Briggs:
(1) Instructional design must be aimed at aiding the learning of individual which is oriented to the individual although the learners are often assembled into group.
(2) Instructional design has phases that are both “immediate” and “long range”. Design in the immediate sense is what the teacher does preparing the lesson plan some hours before the instruction is given. While that long range aspects of instructional design are more complex and varied. The concern will more likely be with a set of lessons organized into “topics”, a set of topics constituting a course or course sequence, or perhaps with an entire instructional system. Those both phases of instructional planning are best performed as separate tasks.
instructional designed is developed to ensure that no one is “educationally disadvantaged” and that all students have equal opportunities to use their individual talents to the fullest degree.
(4) Instructional design should be conducted by means of system approach which involves the carrying out of number of steps beginning with an anlysis of needs and goals, and ending with an evaluated system of instruction.
(5) Designed instruction must be based on knowledge of how human beings learn. In considering how an individual’s abilities to be developed, one have to know what they should be and examine closely to the question of how they can be acquired. Materials for instruction need to reflect not simply what their author knows, but also how the students is intended to learn such knowledge. Instructional design must take fully into account learning conditions that need to be established in order for the desired effects to occur.
b. Instructional Design Model
There are a lot of numbers of instructional design models. This study used two models of instructional design as the theories. The models were from Yalden and Kemp.
(1) Yalden’s Model
states that it is better to start the next higher level in the language learning/teaching process in order to comprehend the process of constructing communicative syllabus. According to Yalden also, there are eight steps (8) in developing or designing a communicative syllabus. Each step clearly explains what the principles or decisions are in designing a communicative syllabus. The steps are stated as follows:
1. Need Survey
According to Yalden (1983: 101), needs survey will potentially provide a great deal of information about learners’ relevant characteristics, learners’ needs, learners’ motivations, and communication requirements. She states that the reason for this entire information gathering is to understand as much about the learners as possible prior to the beginning of the program, in order to establish realistic and acceptable objectives. 2. The description of purpose
3. The choice of a syllabus type
After completing the general category for a course, Yalden (1983: 108) says that the next step in designing instructional materials is the choice of a syllabus type. Yalden (1983: 86-87) also proposes a large number of components into the make-up of the syllabus. The components, in which she proposes in her book, deal with the term a communicative syllabus. The components of a communicative syllabus include:
a. The purposes for which the learners wish to acquire the target language.
b. The setting in which the learners will want to use the target language (physical aspects need to be considered, as well as social setting).
c. The role in which the learners will assume in the target language. d. The communicative events in which the learners will participate. e. The language function involved in communicative events, or what the learners will need to be able to do with or through the language.
f. The notions involved, or what the learners will need to be able to talk about.
g. The skills involved in the “knitting together” of discourse: discourse and rhetorical skills.
i. The grammatical content that will be needed. j. The lexical content that will be needed.
Yalden (1983, 109) mentions six (6) types of communicative syllabus design. They are structural-functional syllabus, structures- functions syllabus, variable focus syllabus, functional syllabus, fully notional syllabus, and fully communicative syllabus.
4. Production of a proto-syllabus
In this step,Yalden (1983: 138) explains that the syllabus designer will turn to description of that content syllabus will have the preparation of syllabus specifications. It may cover general notions and specific topics, communicative functions, discourse and rhetorical skills, variety of language, and communicative events.
5. Production of pedagogical syllabus
In this step, Yalden (1983: 144) suggests that it is important that the syllabus designers conside developing communicative competence. It means that the designers employ the pedagogical syllabus providing a repertoire of words and phrases, chosen as exponents of functions and suitable to the topics identified as important to the learners.
6. Development of classroom procedure
7. Evaluation
The last step of syllabus design is evaluation. There are two aspects dealing with this phase according to Yalden. First, one would wish to evaluate or test the students in the program. Second, the teaching as well as the over-all design of the course should be assessed. It is very important to do this final step, because one needs to measure the whole process of teaching and learning.
The whole steps proposed by Yalden (1083) can be illustrated as a figure below.
Figure 2.1: Yalden’s Language Program Development (Yalden, 1983: 88)
In this study, the writer employed some steps in designing a set of instructional materials from Yalden’s model (1983). They are conducting need analysis/ survey, and evaluation in order to know the learner’s needs and interests. The further explanation of the steps of this study can be figured out in theoretical framework.
Needs Survey Description Of purpose Selection/ Develop- ment of syllabus type Produc- tion of a Proto- syllabus
(2) Kemp’s Model
Jarold E Kemp (1977:8) described instructional design as the approach and procedures in instructional technology. Kemp’s model can be applied on any educational level, from elementary, secondary, to college or university level.
Kemp’s model, in his book entitled Instructional Design- A Plan for Unit and Course Development, also offers meaningful steps to be followed.
These steps are based on the learners’ needs and characteristics to achieve a successful learning process. Kemp’s (1977:8) model leads to the three essential questions to be answered in designing such instructional materials. They are:
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)
for study. After that, the teachers explicitly state the general purposes (what students generally are expected to learn as a result of instruction).
The second element is learner characteristics. In his book, Kemp argues that when the instructional plan would like to assure both individual’s success and group’s success in educational program, the instructional material designer has to obtain information about the learners’ capabilities, needs, and interests. In order to design an appropriate instructional plan, Kemp also suggests that the instructional material designer decide for himself which of the following characteristics of the students would be most helpful to know. The students’ characteristics include academic factors and social factors. Academic factors can be number of students, academic background, level of intelligence, reading level, scores on standardized achievement and aptitude tests, motivation for studying, study habits, expectation of the course, vocational and cultural aspirations. Social factors include age, maturity, attention span, special talents, physical and emotional handicaps, relations among students, and socioeconomics situation.
requires refinements, changes, and additions as the instructional designer develops subsequent planning steps.
The fourth element is subject content. According to Kemp (1977), students’ learning experiences must involve subject content. The content itself must closely relate to the objectives and to students’ needs. In order to prepare the instructional designers with their planning, Kemp (1977) mentions that there are some questions to be considered before listing the content for a topic of the designed material later on.
1. What specifically must be taught or learned in this topic? 2. What facts, concepts, and principles relate to this topic?
3. What steps are involved in necessary procedures relating to this topic? 4. What techniques are required in performing essential skills?
The fifth element is pre-assessment. Kemp (1977), in his book, argues that the use of pre-assessment is to figure out specifically to what extent each student has acquired the necessary prerequisites for studying the topic and to what the student may have already mastered about the subject to be studied.
and learning. They are presentation to a group, individualized learning, and teacher-student interaction.
The seventh element is support services. Kemp (1977) mentions that support services must be considered at the same time instructional plans are being made and materials, being selected. Kemp also adds an argumentation that considerations for coordinating the planned program with other operational aspects of the institution (student schedules, guidance services, and so forth) must be given.
The last element would be evaluation. According to Kemp (1977), one way to determine whether an instructor is teaching for high-level objectives (applying principles and problem solving methods in the cognitive area, using tools and operating equipment under the motor-skill performance category or appreciation as attitudinal objective) is to examine the final examination or other evaluation instrument.
In a concise explanation, the steps in designing instructional materials, which is suggested by Kemp (1977) in his book entitled Instructional Design- A Plan for Unit and Course Development, can be stated as follows:
Step 1 Consider goals, then lists topics, stating the general purposes for teaching each topic.
Step 3 Specify the learning objectives to be achieved in terms of measurable student behavioral outcomes.
Step 4 List the subject content to support each objective.
Step 5 Develop pre-assessment to determine the students’ background and present level of knowledge about the topic.
Step 6 Select teaching/ learning activities and instructional resources that will treat the subject content so, the students will accomplish the objectives.
Step 7 Coordinate such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.
Step 8 Evaluate students’ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement.
Figure 2.2: Kemp’s Instructional Model (Kemp, 1977: 9)
After knowing the two models explained previously, the writer combined them into a new model which was then used by the writer in constructing an instructional design. However it was not enough to know the models of instructional design. The writer also needed to know the theories of vocabulary. It was for the reason that it can help the writer to develop well-designed vocabulary materials.
2. Educational Research and Development (R&D)
According to Borg and Gall (1983:772), the educational research and development (R&D) is a process used to develop and validate educational products. The objective of this educational research is not to develop products,
Goals, topics, and
general
purposes Learner Character
-istics
Learning Objectives
Subject Content
Pre-Assesment Evaluatio
n
Support Services
Teaching/ Learning Activities Resources
but rather to discover new knowledge (through basic research) or to answer specific questions about practical problems (through applied research). All three research strategies –basic, applied, and R&D- are required to bring about educational change.
Borg and Gall state that there are some cycles or characteristics describing the R&D. they are stated as the following:
1. Research and information collecting
It includes review of literature, classroom observation, and preparation of report of state of the art.
2. Planning
It includes defining skills, stating objectives determining course sequence, and small scale feasibility testing.
3. Develop preliminary form of product
It includes preparation of instructional materials, handbooks, and evaluation devices.
4. Preliminary field testing
It is conducted in from 1 to 3 schools, using 6 to 12 subjects. Interview, observational and questionnaire data collected and analyzed.
5. Main product revision
6. Main field testing
It is conducted in 5 to 15 schools with 30 to 100 subjects. Quantitative data on subjects’ pre-course and post-course performance are collected. Results are evaluated with respect to course objectives and are compared with control group data, when appropriate.
7. Operational product revision
The revision of product is suggested by main field-test results. 8. Operational field testing
It is conducted in 10 to 30 schools involving 40 to 200 subjects. Interview, observational and questionnaire data collected and analyzed.
9. Final product revision
The revision of product is suggested by the operational field-test results. 10.Dissemination and implementation
The report on product is at professional meetings and in journals. Work with publisher who assumes commercial distribution. Monitor distribution to provide quality control.
3. Teaching Vocabulary
good instruction during the learning process that would affect the students’ in gaining the knowledge.
a. The Nature of Vocabuary
Vocabulary can be defined as the words we teach in the foreign language (Ur, 1996:60). Lado also gives his definition of vocabulary as a form of expression which is associated with the content of meaning (1996:114). According to Oxford Advance Learner’s Dictionary, vocabulary is all the words that a person knows or uses. Other meaning of it is all the words in particular language (page1506). In learning English or other languages, vocabulary is the most fundamental aspect that needs to be learn before learn other skills, listening, speaking, reading, writing. Burton stated that vocabulary is the range of world that can support the students to learn other aspect of language (1982:98). Krashen in Natural Approach: language Acquisition in the Classroom” also emphasized that vocabulary is basic to communicate and also very important for the acquisition process.
have completely different dialect of language with English native speaker. That is why pronunciation and spelling are needed to be taught.
The last aspect that needs to be taught is the form of words. When a person using language in written form, they should know the form of the words they have used. Forms of words are the structure of the words (simple tenses, complex tenses) and the functions of it (adjective, adverb, modals, nouns, and verb). There are many ways to improve vocabulary, an English teacher has to find vocabulary building to be a fun and educational activity.
b. Vocabulary Selection
The teacher needs to consider so many things before doing his/her vocabulary teaching. One of the most important things is to do the selection toward the words s/he is going to teach. It is because vocabulary dealt with words which have numerous units to choose from. Besides, it is difficult because there are differences in linguistic analysis on which they were based, as stated by Mackey (1965:195-196):
(1) Some have considered any two forms as two different words. For example: “mouse” and “mice” are counted as two words by some and as a single word by others.
(3) Classified whether the structural word to be counted as vocabulary or as structure? If they are counted separately, how about words like “have” and “get”, which can be classed as both structural and content words?
(4) If words are listed under separate part of speech, how about those words like “round” which can function as any part of speech?
Seeing on these things, the teacher expected to consider the difficulty of the words and tried to select and classify the words. In this study, teaching vocabulary for the sixth grade students focused on the use of realia as the teaching media. Therefore, the vocabulary to be taught mainly would be the concrete nouns since they were easy to learn by them. Since the designed materials were vocabulary materials, the writer needed to know the theories of teaching and learning vocabulary. It will be explained below:
c. The Principle of Teaching and Learning Vocabulary
The teacher should know the principle of teaching and learning vocabulary before teaching and learning process because it might be used to manage the learning so that the learners really know words in the target language. There are eight principles of teaching and learning vocabulary presented here. Mostly from Wallace’s ideas (1982; 27-35):
(1) Aims
(2) Quantity
Deciding on the quantity of the vocabulary to be learnt might be started by asking a question like how many new words in a lesson the learners can learn.
(3) Need
The teacher has the responsibility to choose the vocabulary to be taught to the students. The vocabulary should be relevant with the students’ needs and interests.
(4) Frequent Exposure and Repetition
Repetition is needed to ensure whether the students have learnt the target word or not. Since the learners are exposed to a large number of words, the words which the learners need to remember should crop at regular interval in later lesson.
(5) Meaningful Presentation
Learners must have a clear and specific understanding on what the words denote or refer to, so the appropriate choice of word is needed.
(6) Presentation in Context
The words should be presented in context. The word must appear in its natural environment as it was and among the word it normally collocates with. (7) Learning Vocabulary in the Mother Tongue and in the Target Language
(8) Inference Procedure in Vocabulary Learning
The meaning of words can be found by guessing. We guess the meaning of words by hearing them used in a certain situation, or by reading them in a certain context and guessing their meaning from the context.
After knowing the theories of vocabulary, the writer had to find the technique which would be used to teach it. As stated before, the writer used realia as the teaching media. Considered the importance of media, it will be
discussed below.
4. Media
Medium (media in plural) refers to anything that carries information between a source and receiver (Heinich et al., 1982: 8). Using media means that teacher communicates the lesson to the students in the class. Media can be the connector in the communication between teacher and students.
Media are systematic way of designing, doing, and evaluating the entire teaching learning process with a specific goal, according to research about human communication and learning, and using a combination from human and non human sources to gain the effective teaching (Wilkinson, 1980:2).
Motivation can perhaps be engaged most flexibly by human interaction media, yet the effort to be made when using other media also.
The second is to recall earlier learning. Reminding the students of what they have already learnt may well be part of engaging their motivation. Whatever media are used, such reviewing (and maybe testing and remedial teaching also) may need to be done not just at the beginning but also perhaps during any lengthy sequence of learning.
The third is to provide new learning stimuli. The media must provide the students with a meaningful message, explain things from their point of view, give illuminating examples (and non- examples) and so on. It depends largely on what the students are called upon to do. They must respond actively to it.
The fourth is to activate the students’ response. The media must provoke the students into the appropriate activity. “Appropriate activity” may involve some writing and possibly some discussion, but it will certainly involve a good deal of feeling and thinking. The media must enable the students to shape and use the ideas being developed in learning situation.
teacher’s smile or scowl, the colleagues’ mirth or hushed silence) has a strong influence.
The sixth is to encourage appropriate practice. The media must enable the students to make their response not just one but many times. The students must be led on some measure to discover for themselves the concepts, principles, and strategies, once they have grasped them, practice may help them use more confidently and transfer them into a variety of new situations.
5. Realia as the Teaching Media
The teacher has to create new strategy in teaching learning activity. The media is one strategy that the teacher may use it. Creative teacher uses a variety of media will increase the probability that the students will learn more, retain better, and develop their skills. In this study, the writer designed realia as the media in teaching vocabulary for the sixth grade students of elementary school. Before using realia as the teaching aid, a teacher should know and recognize the meaning and the use of realia.
a. Realia
and objects such as pictures, tools, toys, dolls, animals, plants, things, and people which are available to promote students’ learning. The models are real objects or the representation of real things. A model simplified for instructional purposes. Indeed, models may be provided learning experiences real things cannot provide. Therefore, the teacher who wants to introduce the real objects can generate interest and enthusiasm of the students.
There are advantages and limitations of real objects or models stated by Newby (2000:111). The advantages are:
(1) less abstract and more concrete. Real objects and models provide hands-on learning experiences and emphasize real world- applications.
(2) Readily available. Materials are readily available in the environment, around school and in the home.
(3) Attract students’ attention. Students respond positively to both real objects and their models.
And the limitations are:
(1) Storage: large objects can be pose special problems. Caring for living materials such as plants and animals can take a lot of time.
(2) Possible damage. Materials are often complex and fragile. Parts may be lost or broken.
puppets and dolls. In the designed materials, the realia would be presented as pictures.
b. The Use of Realia in Teaching Vocabulary for the Sixth Grade
Students of Elementary School
Since the aim of English language learning for the sixth grade students of elementary school was to arouse their interest and to motivate them in learning it, the teacher should be able to consider the students’ characteristic. The teacher chose realia as the teaching media because it could give a clear meaning of the words when the teacher presented the realia with real objects or models of them.
The writer employed communicative tasks in her designed materials. The writer intended to design several tasks in her designed materials which may motivate students in learning activity, and can bring about a purposeful action to achieve target language. Realia becomes a part of Communicative Language Teaching (CLT). Many proponents of CLT have advocated the use of “authentic”, “from life” materials in the classroom. These might include language-based realia, such as signs, magazines, advertisements, and newspaper, and graphic or visual sources around which communicative activities can be built, such as maps, pictures, symbols, graphs, and charts.
There are following principles and procedures in Direct Method:
(1) Classroom instruction was conducted exclusively in the target language. (2) Only everyday vocabulary and sentences were taught.
(3) Oral communication skills were built up in a carefully graded progression organized around question and answer exchanges between teachers and students in small, intensive classes.
(4) Grammar was taught inductively.
(5) New teaching points were introduced orally.
(6) Concrete vocabulary was taught through demonstration, objects, and pictures. Abstract vocabulary was taught by association of ideas.
(7) Both speech and listening comprehension were taught. (8) Correct pronunciation and grammar were emphasized.
The use of realia for teaching vocabulary becomes one of the Direct Method principles. The realia is one of effective media in showing meaning and may provide learning experiences so that the students will be motivated and have interest in learning English. It also can help the students to master the English vocabulary, because by seeing, touching and feeling directly to the objects, the students will be easily memorizing the words.
6. A Brief Description of the School-Based-Curriculum (KTSP)
particular educational objective. This particular objective consists of national education objective and the appropriateness with the learners. Therefore, a curriculum is compiled by an educational unit to enable the possibility of the appropriateness of education program with needs and potencies in each region.
KTSP is an operational curriculum compiled by and implemented in each
educational unit. KTSP consists of the educational objective of educational unit level, structure, and contents of curriculum of the educational unit level, educational calendar and syllabus. KTSP is developed based on its relevance by every group and educational unit under the coordination and supervision of education department or the office of Religion Department in Regency/ Municipality for elementary education and province for secondary education. The development of KTSP refers to Content Standard and Graduate Competency Standard. It is oriented to the curriculum designing guide composed by BSNP (Badan Standar Nasional Pendidikan) and also gives attention to the consideration of school/ Islam school committee.
KTSP is developed based on the following principles:
a. Have a focus on the potency, development, need, and the significance of the learners and their environment.
the learners and their environments. Having central position means the learning activity is focused on the learners.
b. Varied and Integrated.
Curriculum is developed by giving attention on the learners’ characteristic varieties, region condition, level, and type of education.
c. Aware of the development of science, technology, and arts.
Curriculum is developed by giving attention that science, technology, and arts are developed dynamically. Therefore, the spirit and content of the curriculum should give learning experience for the learners to follow and take advantage of science, technology, and arts development.
d. Relevant with life needs.
The curriculum development is established by involving the stakeholders to guarantee the relevance of education with the life needs including community life, business world, and working world.
e. Comprehensive and Correlative.
The curriculum substance consists of the whole of competency dimension, scientific study field and subject which are planned and given comprehensively for all level of education.
f.Learn for lifetime.
g. Balance between national significance and region significance.
The curriculum is developed by giving attention to the national and region significance to build the communal and national life.
Emphasizing on the first and third principle of KTSP Curriculum mentioned above, the writer decided to apply this curriculum to design the vocabulary lesson using realia as the media. KTSP curriculum provided theories that have a focus on the potency, development, need, and the significance of the learners and their environment, and learning English should be aware of the development of arts. The implementation of realia as the media in learning vocabulary was intended to be appropriate and precise consideration in achieving the objectives of National Educational Standard as stated in the KTSP curriculum.
B. Theoretical Framework
In this study the writer modified Instructional Design Models and realia as the media. The modification was used in the significance of Educational Research and Development theory underlying this research. The writer did not apply all elements of these theories. The theories reviewed above more or less to the processes or steps of designing supplementary English instructional vocabulary materials using realia as the media for the sixth grade students of Kanisius Babadan elementary school.
applied in any educational level, from elementary up to university level. It also had the detail and flexible process. The teaching learning activities designed to motivate the students in learning vocabulary using realia as the media.
The framework covered all necessary steps for the instructional materials design. The designed materials for the sixth grade elementary students of Kanisius Babadan elementary school provided several teaching and learning activities which aim at motivating students to learn and practice English Vocabulary more actively as a target language. The framework of this study can be expressed bellow.
1. Conducting need survey (Yalden)
First, the writer conducted need survey. In this step, the writer made some observations in the classroom, distributed questionnaires to the sixth grade students and interviewed the English teacher to gain the data about the students’ interests, knowledge, and difficulties in learning English vocabulary. It was attempted to find out the feedback from English teacher of Elementary School about the idea of material design whether or not it could be applied for the sixth grade students of elementary school.
2. Considering goals, topics, and purposes (Kemp)
questionnaires’ result. After the data have been gathered, the writer specified the topics to design supplementary English instructional vocabulary materials.
3. Specifying learning objectives (Kemp)
The writer specified the learning objectives. In this stage, the writer identified what should be learnt by the sixth grade students of elementary school in terms of learning objective. The writer employed Learning Indicators (LI) for each meeting of the English lesson should achieve.
4. Listing the subject content (Kemp)
In order to organize the content of the material product, the writer listed the subject content. The content must relate to the objectives and student’s needs. The writer selected the topics and organized the specific knowledge, skills, and activities for each topic.
5. Selecting teaching/ learning activities and resources (Kemp)
in the mother tongue and in the target language, and inference procedure in vocabulary learning.
The writer conducted the observation in the classroom to get the information about the media used in teaching and learning activities. In designing the teaching media, the writer adapted some theories about the function of media and realia. The writer decided to create realia as the teaching media in the designed materials.
6. Conducting evaluation (Yalden and Kemp)
After all steps complete, it was appropriate to conduct evaluation in designing supplementary English instructional vocabulary materials. The writer distributed the questionnaires to the respondents. Their opinions, suggestions, and recommendations based on the designed materials would be used to revise the materials.
For the next step, the materials that have been designed could be tried out and implemented. The writer evaluated the students’ performance in order to know how the product worked.
7. Revising (Kemp)
The modified instructional model used in this research:
Figure 2.3: Steps in Conducting the Study
Specifying learning objectives
Listing the subject content
Selecting teaching/ learning activities
and resources Conducting
need survey
Conducting evaluation
Revising Considering
41 CHAPTER III
METHODOLOGY
This chapter gives further information about how this study was conducted. It presents the detailed information about the methodology used to accomplish this study. This chapter is divided into six parts such as: research method, research participants, research instruments, data gathering technique, data analysis technique, and research procedures.
A. Research Method
In this study the writer used Educational Research and Development (R and D) to develop the finding of the study. This study applied this method, because the writer will make a new design. According to Borg and Gall (1983:772), Educational Research & Development provides leadership and support for a number of teaching, learning, and organizational development. The aim is to support the teaching learning activity by engaging in educational practices that place learning first, increase access to learning opportunities, and create flexibility in programs and courses.
revising it to correct the deficiencies found in the field testing stage. In more rigorous programs of R & D, this cycle is repeated until the field test data indicate that the product meets its behaviorally defined objectives.
In this research, the writer employed 7 steps in Educational Research and Development (R&D) to develop the finding of the study, included:
1. Research and information collecting
The first step of the writer’s design model was conducting need survey. The writer made some observations in the classroom, in order to know the students’ characteristics, the conditions of teaching learning process, and the media used in learning English lesson. Direct field observations were useful to
know the background of the knowledge. After conducting observation, the
writer distributed the pre-design questionnaires for the students in order to get the information about their needs, proficiency, and supporting matters. The writer carried out with the English teacher from elementary school to make the interview. The interview focused on the teacher’s background, learners’ characteristics, teacher’s methodology in the process of learning, and the teacher’s expectation.
2. Planning
curriculum, the effectiveness of topic with the object of the research, and the skills.
3. Develop preliminary form of product
After the planning had been completed, the next step was to design supplementary English instructional vocabulary materials for the sixth grade students of elementary school. The writer conducted the fourth and fifth steps of her design model, listing the subject content and selecting teaching/ learning activities and resources. These steps were put together with the third step of R&D, namely develop preliminary form of product. The writer developed the preliminary form of product; consisted of listing subject content, selecting teaching and learning activities, and also resources.
4. Preliminary field testing
The sixth step of the writer’s design model was conducting evaluation. It was put together with the fourth step of R&D, namely preliminary field testing. The writer prepared some evaluation devices and distributed the first post-design questionnaires to some respondents; included the English teacher, the English instructors form Rainbow group and Miami Fleet college, and the lecturer from Sanata Dharma University, to find out their opinions and evaluations of the design materials.
5. Main product revision
preliminary field test result. All of the opinions, suggestions, and evaluation would be used as the basis of revising and improving the design materials. 6. Main field testing
The next step was main field testing. This step was put together with conducting evaluation. The materials that had been designed can be tried out and tested. The writer implemented the product for the sixth grade students of elementary school. After implementing the product, the writer distributed the second post-design questionnaires for the students in order to know how the product worked.
7. Operational product revision
The last step in the writer’s design model was final revision. This step was put together with the seventh step of R&D model, namely operational product revision. The respondents’ suggestions, opinions, and evaluations were expected to be useful on the revision of the designed materials. The change or revised materials were aimed to improve the whole materials design.
B. Research Participants
These were the explanation about the research participants: 1. Participants in research and information collecting a. The English teacher
The writer chose the English teacher in research and information collecting, because the teacher knew about the classroom condition and the students’ characteristics. The writer interviewed the English teacher in order to know the teacher’s background, teacher’s way in the process of learning, and the teacher’s expectation.
b. The sixth grade students of elementary school
The writer chose the sixth grade students of elementary school, because they were appropriate to get vocabulary materials using various kinds of teaching media. The writer made some observations in the classroom. After conducting the observation, the writer distributed the pre-design questionnaires for the students in order to know the students’ needs. 2. Participants in preliminary field testing
a. The English teacher
The writer chose the English elementary school teacher in preliminary field testing, because the teacher was the practitioner who taught English lesson for the sixth grade students. The writer distributed the first post-design questionnaires to the English teacher.
b. The English instructors
had the experiences in teaching English, especially to young learners. The writer distributed the first post-design questionnaires to the English instructors.
c. The lecturer from Sanata Dharma University
There were some reasons why the writer chose the lecturer from Sanata Dharma University in evaluating the designed materials, such as: the lecturer had reached the Master Degree, the lecture taught in English Education Study Program more than 20 years and had experiences in teaching the lessons related to the teaching and design. The writer distributed the first post-design questionnaires to the lecturer from Sanata Dharma University.
3. Participants in main field testing
a. The sixth grade students of elementary school
The writer implemented the design materials and distributed the second post-design questionnaires to the sixth grade students of elementary school in order to know their reactions about the designed materials.
b. The English teacher
The following table presented the respondents of the survey study:
Table 3.1: The Description of the Students
Respondents
Sex The Student’s Grade
in Elementary School
Age (in years)
F M 4th 5th 6th 9-10 10-11 >11
Student 1
Student 2
Table 3.2: The Description of the English Teacher, the English Instructors, and the Lecturer
Respondents
Sex Educational
Background
Teaching Experiences
(in years)
F M D3 S1 S2 S3 1-10 11-20 21-30 >30
English teacher
English instructor 1
English instructor 2
Lecturer
C. Research Instruments
The writer used three kinds of instruments: observation, interview and questionnaires. The instruments which were used to gather data from the respondents include:
1. The instruments for research and information collecting a. Observation
because English lesson was taught every Tuesday and it took two (2) contact hours (70 minutes) in each meeting. The writer observed the students’ behavior in learning English lesson in the class, the teacher’s way in carrying out the teaching and learning activities, and the classroom’s facilities. The result of observation can be seen in the appendix.
b. Pre-design questionnaire
A questionnaire is a research instrument consisting of a series of questions and other prompts for the purpose of gathering information from respondents. Although they are often designed for statistical analysis of the responses, this is not always the case. The questionnaire was invented by Sir Francis Galton.
Questionnaires have advantages over some other types of surveys in that they are cheap, do not require as much effort from the questionnaire as verbal or telephone surveys, and often have standardized answers that make it simple to compile data. However, such standardized answers may frustrate users. Questionnaires are also sharply limited by the fact that respondents must be able to read the questions and respond to them.
questionnaires were distributed to the sixth grade students of Kanisius
Babadan elementary school which covered fourteen (14) students in
the classroom. These questionnaires were used to obtain the students’ needs and difficulties in learning English, and the media for teaching learning activity. The form of the pre-design questionnaire can be seen in the appendix.
c. Interview
An interview is a conversation between two or more people (the interviewer and the interviewee) where questions are asked by the interviewer to obtain information from the interviewee. Interviews can be divided into two basic types, interviews of assessment and interviews for information. According to Gay (1992:231), an interview is the oral, in person, administration of questionnaires to teach member of the sample.
2. The instruments for preliminary field testing
The instruments for preliminary field testing were the first post-design questionnaires. They were distributed to one English teacher, two English instructors, and one lecturer. The objectives of the questionnaires were close-ended and open-ended questions. The open-ended questions, in this study, were employed to gain authenticity, richness, honesty, and depth of response to the designed materials (Louis Cohen, Lawrence Manion, and Keith Morrison, 2000:225). The questionnaires were distributed in order to get some inputs, feedbacks, and valuable suggestions about the designed materials. The detailed form of the post design questionnaire can be seen in the appendix.
3. The instruments for main field
